HPU SCHOOL OF EDUCATION LESSON PLAN (REVISED)

Date: Friday, April 26th, 2019

Teacher’s Name: Mackenzie Otto and Taylor Dykas

School/College/Dept: Hawaii Pacific University, Dept. of Public Health

Mentor Teacher’s Name: Dr. Christian Gloria

Audience/Students’ Grade Level: College Students (preferably 1st year students)

OVERVIEW

The lesson we want students at HPU to take away is having the knowledge and confidence to not only
practice safe sex, but having the ability to talk about safe sex in a public setting as well. This lesson is
crucial to ensuring a healthier community. We will talk about the use of various contraception available to
both men and women, provide condoms that are free to take, and highlight the importance of maintaining
ones reproductive health by getting annual check-ups and regular STI testing. This lesson will take place
on HPU’s front lanai and will only take a couple of minutes to discuss sexual and reproductive health. To
test the student’s knowledge, they will then move onto a game at the next table in which correctly
answering questions relating to the information they were just given, prizes could be won.

GOALS

General Learner Outcomes: http://tinyurl.com/nonby4w

These are the over-arching goals of standards-based learning for all students in all grade levels. Our
teachers rely upon rubrics built upon these to inform their assessment of students—going beyond
academic achievement to ensure that students become engaged lifelong learners. They are:
▪ Self-directed Learner: Retain the safe sex information and be able to refer to it whenever practicing
any sexual behaviors.
▪ Community Contributor: Practice the safe sex as well as inform others of the information you’ve
learned.
▪ Effective Communicator: Feel comfortable talking about safe sexual practices with anyone but
especially sexual partners. Being able to have the conversation of STI/STD status.

Page 1 of 9

HCPS III Standards, Topics, & Benchmarks: http://165.248.72.55/hcpsv3/
To ensure the knowledge and confidence of college students to practice safe sex habits.

▪ Standard 1 - Core Concepts: Understand concepts related to health promotion and disease prevention
▪ Standard 2 - Accessing Information: Access valid health information and health: promoting products
and services
▪ Standard 3 - Self-Management: Practice health enhancing behaviors and reduce health risks
▪ Standard 4 - Analyzing Influences: Understand the influences of culture, family, peers, media,
technology, and other factors on health
▪ Standard 5 - Interpersonal Communication: Use interpersonal communication skills to enhance
health
Topic: Communication Skills Across Topic Areas
Benchmark: HE.9-12.5.1 ! Know how to use appropriate verbal and non-verbal communication skills
that are necessary to avoid potentially harmful situations.
▪ Standard 6 - Decision-Making and Goal-Setting: Use decision: making and goal: setting skills to
enhance health
▪ Standard 7 - Advocacy: Advocate for personal, family, and community health

Student Learning Outcomes

After successfully completing this lesson, students will be able to…

▪ Know and differentiate contraception discussed.
▪ Obtain free condoms.
▪ Recognize the importance of sexual/reproductive maintenance through regular check-ups and testing.
▪ Know the signs and symptoms of STIs/STDs.

ASSESSMENT

Assessment Tasks
All we can do is provide the knowledge for practicing safe sex and having a healthy outlook on
maintaining reproductive health. What we can do to measure that the students learned the outcomes is to
quickly quiz them after the lesson. Also, if students choose to take condoms, then we will assume that they
understood the importance of contraception.

Point of Implementation
We will conduct a quick verbal survey on the various contraception discussed after our lessons with the
students.

Assessment Criteria
Our assessment tasks won’t necessarily have a passing/failing grade, but rather a grasp of knowledge
discussed.

Page 2 of 9

Individual Adaptations
We will provide appropriate adaptations to students with special needs by asking questions on what
exactly they would like to know about our booth.

PREPARATION DETAILS

Timeline
▪ Highlight common STI/STDs
▪ Differentiate numerous contraception
▪ Provide condoms
▪ Emphasize importance on maintaining sexual/reproductive health
▪ Quiz on information discussed
▪ Aphrodisiac indulgence
▪ Ticket Drawing of Quiz Winner

Materials & Technology

We needed our poster board and lesson plan for our lesson to run smoothly, as well as condoms that were
available for students to take. Incentives such as the possibility of winning the prize bucket and free snacks
were made available.

Page 3 of 9

Universal Design for Learning (UDL)
Defined by federal statute in 2008 as “a scientifically valid framework for guiding educational practice.”
Use the UDL Principles and Guidelines to address a variety of student interests and needs. Include
explanations for the following guidelines/options for learning. For more information about UDL, visit
http://www.udlcenter.org/aboutudl/udlguidelines. There are three principles and nine guidelines. You do
not have to include all nine guidelines, but include at least one item per principle.

▪ Principle I. Provide Multiple Means of Representation 


(to give learners various ways of acquiring information and knowledge)
o Guideline 1: Provide options for perception
o Guideline 2: Provide options for language, expressions, and symbols
o *Guideline 3: Provide options for comprehension: Each student will be given verbal knowledge
through our elevator speech, visual knowledge through our poster board and brochure, as well as
being tested on their knowledge through a quick quiz.

▪ Principle II. Provide Multiple Means of Action and Expression


(to provide learners alternatives for demonstrating what they know)
o *Guideline 4: Provide options for physical action: Condoms are made available in which students
are free to take as many as they want. It could be assumed that if they are taking the condoms then
they plan to use they and take action on ensuring safe sexual practices.
o Guideline 5: Provide options for expression and communication
o Guideline 6: Provide options for executive functions

▪ Principle III. Provide Multiple Means of Engagement


(to tap into learners' interests, challenge them appropriately, and motivate them to learn)
o *Guideline 7: Provide options for recruiting interest: Students will be drawn in by graphic
pictures, free snacks, and the chance to win a prize. These will pull the students in while we relay
the information in a relatable and casual way to ensure comfort while teaching this subject.
o Guideline 8: Provide options for sustaining effort and persistence
o Guideline 9: Provide options for self-regulation

Management & Motivation

We organized the learning activities by importance of sexual and reproductive health. Students will most
likely be motivated because sex is a taboo subject in most settings.

Page 4 of 9

Resources/References
Bancroft, J. (1993, July). Impact of environment, stress, occupational, and other hazards on sexuality and
sexual behavior. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1519938/

Global HIV & AIDS statistics - 2018 fact sheet. (n.d.). Retrieved from http://www.unaids.org/en/resources/
fact-sheet

Harden, K. P. (2014, March). Genetic influences on adolescent sexual behavior: Why genes matter for
environmentally oriented researchers. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC3893311/

Sexual Risk Behaviors Can Lead to HIV, STDS, & Teen Pregnancy | Adolescent and School Health | CDC.
(2019, March 27). Retrieved from https://www.cdc.gov/healthyyouth/sexualbehaviors/index.htm

Statistics. (n.d.). Retrieved from http://www.ashasexualhealth.org/stdsstis/statistics/

LEARNING ACTIVITIES
Think of this section as the detailed version of your “Timeline” above. 

Describe the details of the learning activities for the lesson from beginning to end. 

Write concisely but include enough information for any teacher to be able to completely and perfectly
replicate your lesson activities solely from reading this lesson plan.
Time Day 1

Opening Activities …may include:

▪ Engaging students and staff to come and checkout our table
1-3 Minutes
▪ Encouraging them to take our quiz to win the “Netflix n Chill” gift bucket

Core Activities… may include:

▪ Highlight the common Sexually Transmitted Infections/Diseases that were on our poster
board
▪ Differentiate the numerous kinds of contraception available
5-10 Minutes ▪ Provide condoms on the table that are free for participants to take
▪ We emphasized the importance on maintaining sexual and reproductive health by being
sexually responsible
▪ After the information was taught to the audience, a quiz was held to see what the
participants remembered from their lesson

Page 5 of 9

 Closing Activities… may include:
▪ The quiz included photos and questions that were taught during the lesson from the
poster board
▪ Following the quiz, each participant got to put three tickets from the answers they got
5-10 Minutes
correct into the drawing.
▪ A chocolate fountain with bananas and strawberries were available to the quiz taking
participants
▪ Lastly, the ticket drawing of the “Netflix n Chill” bucket took place

NARRATIVE REFLECTION
Write about your experience planning, teaching, and evaluating student work. Use the following questions
as guidelines. Use specific details that you observed from student behaviors or in student work to support
your ideas.

Describe: What happened during the lesson?

▪ During the lesson, Mackenzie was teaching the participants information of sexual and reproductive
health from our poster board
▪ After the lesson given by Mackenzie, Taylor then quizzed the participants on what they just learned
▪ Those who got at least three questions correct got to put three raffle tickets into the box
▪ Participants then indulged in our chocolate fountain with bananas, strawberries, whipped cream, and
sliced almonds

Analyze: How did students respond?

▪ Students responded well to our table, they were excited about the “Netflix n Chill” bucket which
included boxed candy, condoms, lube, and a candle
▪ Staff also responded well to our table, they especially enjoyed our chocolate fountain and fruits
▪ Students and staff were engaged with Mackenzie during the lesson and excited to participate in the quiz
▪ The students asked a lot of questions and were surprised about a lot of the facts we had to teach

Transform: How will you foster your growth as a teacher?

▪ Both Mackenzie and I worked as a team with our teaching positions and it flowed perfectly between the
two tables and our set up

Act: How will you use the results of this lesson to plan future instruction?
▪ The results of this lesson will better prepare us for possible future instruction by showing us that our
strategies worked and there is always more room for improvement

Page 6 of 9

 APPENDICES



Page 7 of 9

!

Page 8 of 9

!

Page 9 of 9