Assignment 1: Tiered Lesson

Name & Student Number: Sarah Wright 2119343

Curriculum Area of Lesson: Health and Physical Education
Specific Topic of Lesson: Chlamydia
Year Level: 10

Lesson Context
The sexual health unit focuses on relationships, sexuality and safety (Australian Curriculum, 2016). The unit
emphasises being healthy, safe and active, and communicating and interacting for health and wellbeing from the
personal, social and community health content descriptions (Australian Curriculum, 2016). This 90 minute
differentiated lesson on Chlamydia fits in the middle of the unit, so students have a prior fundamental understanding
of sexually transmitted infections, contraception, the reproductive system and pregnancy, which have taken several
lessons to cover. At the end of the unit, students will be asked to hand in a summative assessment piece where they
can apply their knowledge, understandings and skills to an individual sexual health project.

Learning Objectives
As a result of engaging with the lesson, students will:

Students will understand the impact that their decisions and actions can have on their own and others
health (Australian Curriculum, ACPPS092, 2016).

Students will know: Students will be able to:

The definition of Chlamydia Apply health information from creditable sources to

demonstrate the importance of protected sex (Australian
The symptoms of Chlamydia Curriculum, 2016)

The long term health problems of untreated
Chlamydia for women
The ways to reduce the risk of Chlamydia when
sexually active.
Relate the health problems of untreated Chlamydia to their
own and others health, safety and wellbeing (Australian
Curriculum, 2016).
Explain the process involved if unprotected sex has occurred.

Where they can seek help from

Essential Questions

1. Why do we need to consider health risks for ourselves and others when we are sexually active?

2. Why can Chlamydia be a problem for our health?

 Preassessment of Individual Student Readiness
Preassessment of individual student readiness for the lesson on Chlamydia will be achieved through observation and
an exit card at the end of the previous lesson on sexual health. This will allow the teacher to determine the students
who will be able to conduct their own research, who will need resources provided and who will need extra assistance
for the differentiated lesson on Chlamydia. The exit card takes into consideration students readiness to investigate,
navigate and comprehend factual information from government websites about Chlamydia.

Exit card prior to Chlamydia lesson:

This week we have explored sexually transmitted infections and contraception. Next week you will participate in a
group activity to investigate more about one common sexually transmitted infection, Chlamydia. Please answer the
following 3 questions as best as you can.

1. List 3 things you learned about sexually transmitted infections this week.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

2. When searching the internet, which sources of information do you think are creditable?

[ ] Government Websites
[ ] Google
[ ] Google Scholar
[ ] Educational Websites
[ ] Facebook
[ ] Blogs
[ ] Organisation Websites
[ ] Wikipedia

3. Read the following and respond:

On Friday, Marys teacher divided the class into five groups for a discussion on contraception. Marys group were
hesitant to speak, so Mary felt obliged to discuss a personal sexual experience with her peers. The situation
made Mary feel uncomfortable.

In your own words, why might Mary feel obliged to share her sexual experience?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

The three questions in the exit card relate to how the lesson on Chlamydia will be tiered. How number 1 and 3 are
answered will demonstrate which students are taking learning seriously in relation to sexual health. Number 1 will also
allow the teacher to evaluate the students who are paying attention in class and those who are not. How number 2 is
answered will provide the teacher with information regarding the students who are ready to conduct their own
research in the lesson on Chlamydia, and those who will need references and additional support. Number 3 relates to
comprehension and interpretation. The students who provide a thoughtful answer are ready to search for and analyse
information on Chlamydia by navigating themselves around websites. The students who dont comprehend the
statement, or answer inappropriately, will need extra assistance in the lesson on Chlamydia. Ultimately, this exit card
will demonstrate readiness to research factual information about Chlamydia, and will be used to tier the 90 minute
differentiated lesson.

Lesson Sequence
Class discussion 5 minutes
Recap the previous week about sexually
transmitted infections.
Group work 50 minutes
This activity requires students to work
together in groups to answer the following
five questions about Chlamydia:
Questions:
1. What is Chlamydia?
2. What are the symptoms of Chlamydia?
3. How do you avoid Chlamydia?
4. What are the long term health risks of
untreated Chlamydia for women?
5. Where can you seek help if you think
you might be at risk of contracting
Chlamydia?
Answers will need to be related to the real
world. The teacher will provide an example
during the explanation of the activity to
ensure a deep understanding (see
explanatory notes).
After the teacher explains the activity and
runs through the questions, assuring all
students understand what needs to be
done, students will be divided into pre-
assigned groups (see explanatory notes).
Questions will be displayed on the board
for students to write down and/or refer to.
In groups, students will research creditable
information to answer the questions and
prepare to share their findings with the
class towards the end of the lesson.
Class discussion 25 minutes
Groups will participate in a class
discussion to run through their answers
and relate them to the real world.
Wrap up and further discussion 10
minutes
The teacher will run through the correct
answers (see lesson closure), and clarify
any further questions in regards to
Chlamydia.
Lesson Plan
Explanatory notes
Real world relations
Question answers need to relate to the real world as this will enhance
further awareness of Chlamydia. Students need to really understand
how their decisions and actions can impact their own and others health.
The teacher will provide an example at the beginning of the activity:
Girls, picture yourself in 10-15 years. You have finished school, some
of you have completed university, and you are working in your chosen
field of employment. You have been with your partner for a few years
now and things are getting serious. You start discussing the possibility
of having a baby, but think back to when you were at that 18th birthday
party and had unprotected sex which resulted in testing positive for
Chlamydia. Are you worried that because of that one night, you might
not be able to have a baby? And boys, reverse the situation. How would
you feel if the girl at that party or your future partner could never have
the family that she always dreamed of because you werent safe with
someone else?
Pre-assigned groups
Based on the results of the exit card from the previous week, students
will be divided into 3 readiness groups. The students who provided
applicable responses in regards to their knowledge and understanding
of content for the previous week, had a good idea of where to gather
creditable information and a clear comprehensive answer to the last
question, will be grouped together in Tier 1. These students show a
growth mindset as they are intrinsically motivated and willing to learn
(Jarvis, Module 4, 2016). The students who provided a reasonable
response regarding the previous weeks content, have a moderate idea
of where to gather creditable information and a reserved answer to the
last question will be placed in Tier 2. Students who provided inadequate
responses will be placed in Tier 3. The students in Tier 3 may include
individuals with learning difficulties, poor comprehension or difficulties
focusing (Mercer, 2010). Any students with mixed responses will be
placed in the appropriate tier according to the teachers observation
from the previous weeks lessons.
By dividing students into 3 groups, the appropriate challenges will be set
for students to work at the right pace and gain a conceptual
understanding throughout the lesson (Jarvis, Module 3, 2016).
Tier 1.
Students will perform their own research to answer the 5 questions.
They can use a personal laptop or iPad, or with permission, head to the
library for resources.
Tier 2.
The following references are provided for students to answer the 5
questions; however students will still need to navigate their way around
the websites. Similar to Tier 1, these students can use a personal laptop
or iPad, or with permission, head to the library or computer room for
computer access.
http://www.shinesa.org.au/ (Shine SA, 2016)
 http://www.sti.health.gov.au/internet/sti/publishing.nsf (Department of
Heath, 2016)

http://www.cdc.gov/std/default.htm (Centres for Disease Control and

Prevention, 2016)

Tier 3.

Specific printouts are provided for students to answer the 5 questions

(see Appendix 1). As they are printed copies, students can highlight
findings to make it easier when discussing with the class. These
students will remain in the classroom where the teacher can monitor
learning and is readily available for assistance.

Lesson Closure/ Check for Understanding

Checklist to guide evaluation of students work by a further class discussion:

What is Chlamydia?
A Sexually Transmitted Infection
Bacterial infection (Treat with antibiotics)

What are the symptoms of Chlamydia?

Most people do not experience symptoms
In women; pain when urinating, pain in the lower abdomen, vaginal discharge, pain or bleeding during or
after sex, bleeding between periods
In men; pain when urinating, discharge from the penis

How do you avoid Chlamydia?

Abstinence
Using condoms during vaginal, anal and oral sex
Being in a long-term relationship with a partner who has negative STI test results

What are the long term health risks of untreated Chlamydia for women?
Pelvic Inflammatory Disease (PID)
Infertility (this effects men too)

Where can you seek help if you think you might be at risk of contracting Chlamydia?
Local doctor
Health care provider
Shine SA Health Service
Clinic 275

(Centres for Disease Control and Prevention, 2016; Department of Heath, 2016; Shine SA, 2016)

The lesson closure will be a further discussion after all the groups have given their answers. Any clarifications,
corrections, questions and feedback will be done here and preassessment will be used at the beginning of the next
lesson to check students understandings. This formative assessment will allow students to show their understandings
after a period of time, and ask any questions they might have though about in this time. If there are any inappropriate
or silly answers such as myths (eg. is it safer to use two condoms at once?), time will be left towards the end to clarify.
Summative assessment will be completed at the end of the unit to further demonstrate understandings. This will entail
student choice as they will have the option of how to present it. The assessment will be based on the need for safer
sex, and students will have the option to present it as a warning poster, essay, reflective piece as if they had
experienced Chlamydia, oral presentation, pamphlet or anything similar, to emphasise student interest and creativity.
Explanation:
This tiered lesson design allows all students to make sense of the lesson content (Tomlinson, 2014) as it is vital for
each individual to understand the consequences of how Chlamydia can affect future health and wellbeing. Tiering is
particularly useful for this differentiated lesson as it will ensure students who have different degrees of learning
proficiency to work with the same essential ideas (Doubet & Hockett, 2015). It is designed to address differences in
student readiness by using information from exit cards at the end of the previous lesson to set the appropriate
challenge for learning in this lesson on Chlamydia (Jarvis, Module 4, 2016). It considers intrinsic learning difficulties
such as inadequate language skills and difficulties focusing attention (Mercer, 2010). These are the students who will
be placed in Tier 3 and may need further assistance from the teacher. The other students in Tier 3 are those who may
be sensitive to the topic or do not take learning about sexual health seriously. These students will be monitored in
class by the teacher during the group activity. The exit cards also consider the students who are on target with their
learning and may need a higher challenge (Jarvis, Module 4, 2016). These are the students who will be placed in Tier
1. The students who are on target with learning but may need a little additional support will be placed in Tier 2.

The tasks are aligned with the same learning goals, which should be appealing and engaging from the students
perspective as Chlamydia could relate personally to them if they are ever unsafe. Students are expected to use high
levels of thought relating to the real world, and the task naturally leads to whole-class closure (Doubet & Hockett,
2015). The differentiated lesson will be engaging and informative so all students walk away with appropriate
knowledge. The tiering incorporates formative assessment; however summative assessment will be at the end of the
sexual health unit to show student progress and growth through the entire unit (Jarvis, Module 3, 2016).
References
Australian Curriculum. (2016). Health and Physical Education. Retrieved March 4, 2016 from
http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1

Centres for Disease Control and Prevention. (2016). Sexually Transmitted Diseases. Retrieved March 4,
2016 from http://www.cdc.gov/std/default.htm

Department of Heath. (2016). Dont risk an STI. Australian Government. Retrieved March 4, 2016 from
http://www.sti.health.gov.au/internet/sti/publishing.nsf

Doubet, K., & Hockett, J.A. (2015). Differentiating according to student readiness, in K. Doubet & J.A. Hockett,
(Ed.), Differentiation in middle and high school: strategies to engage all learners (pp. 173-206). ASCD,
Alexandria, Virginia.

Jarvis, J. (2016). Module 3: Assessment in a differentiated classroom [Online Lecture 3]. EDUC4720. Adelaide,
Flinders University.

Jarvis, J. (2016). Module 4: Differentiating in response to student readiness [Online Lecture 4]. EDUC4720. Adelaide,
Flinders University.

Mercer, K.L. (2010). Supporting students with learning difficulties, in D. Tangen, (Ed.), Engaging diverse learners (pp.
128-156). 2nd edn., Pearson Education Australia, French's Forest, N.S.W.

Shine SA. (2016). Shine SA. Retrieved March 4, 2016 from http://www.shinesa.org.au/

Tomlinson, C.A. (2014). Good curriculum as a basis for differentiation. In C.A. Tomlinson (Ed.), The differentiated
classroom: responding to the needs of all learners (pp. 60-79), 2nd edn, ASCD, Alexandria, Virginia.

Appendix 1.