Performance-Based Instructional Task: Integrated Tested and Non-Tested Content Grade: 6-8

Students work in groups to complete an activity simulating the spread of communicable disease. They investigate issues related to HIV/AIDS, including transmission, progression of the disease, prevention and impact on individuals. Next, students examine laws designed to protect individuals with HIV/AIDS and write a plan of action to help increase understanding of HIV/AIDS among people they know.


	Outcome Activity Match
	Teacher Directions
	Materials Required
	Estimated Time
	Student Booklet (180k Acrobat)
	Assessment Information

	Health:
	#1 Health Content Concepts: Disease Prevention
	#1 Health Content Concepts: Family Life & Human Sexuality
	#2 Accessing Information
	#3 Health Behaviors
	#4 Communication Skills
	#5 Goal Setting & Decision Making
	Social Studies:
	#1 Political Systems
	#2 Peoples of the Nation & World
	#5 Skills & Processes
	#6 Valuing Self & Others
	#7 Understandings & Attitudes

Activities	Outcomes/Indicators
Introduction	#3 Health Behaviors Demonstrate and apply ways to avoid and reduce threatening situations and harmful relationships. Explain the importance of assuming responsibility for personal health behaviors.
Activity 1A	#1 Health Content Concepts: Disease Prevention There are standard disease processes that influence how and why diseases develop and spread.
Activity 1B	#1 Health Content Concepts: Disease Prevention There are standard disease processes which influence how and why diseases develop and spread. #5 Goal Setting & Decision Making Predict how decisions regarding health behaviors have consequences for self and others.
Activity 2A	#2 Accessing Information Demonstrate the ability to utilize resources from home, school, and community that provide valid information concerning health issues, services, and careers.
Activity 2B	#1 Health Content Concepts: Disease Prevention There are ways to prevent, diagnose and treat HIV/AIDS. #2 Peoples of the Nation & World Analyze current world issues from different perspectives. #5 Skills & Processes Obtain, interpret, evaluate, organize, and use information from observing, investigating, listening, and reading.
Activity 3A	#2 Accessing Information Demonstrate the ability to utilize resources from home, school, and community that provide valid information concerning health issues, services, and careers. #2 Peoples of the Nation & World Analyze current world issues from different perspectives. #5 Skills & Processes Obtain, interpret, evaluate, organize, and use information from observing, investigating, listening, and reading.
Activity 3B	#2 Accessing Information Analyze how media influences the selection of health information and products. #6 Valuing Self & Others Using case studies, analyze the impact of social institutions and the media on the behavior of groups and individuals.
Activity 4A	#2 Accessing Information Demonstrate the ability to utilize resources from home, school, and community that provide valid information concerning health issues, services, and careers.
Activity 4B	#1 Health Content Concepts: Disease Prevention Early detection and intervention are important to the treatment of disease. There are standard disease processes which influence how and why diseases develop and spread.
Activity 5	#2 Accessing Information Demonstrate the ability to utilize resources from home, school, and community that provide valid information concerning health issues, services, and careers. #5 Goal Setting & Decision Making Demonstrate the ability to apply decision-making processes to health issues and problems individually and collaboratively.
Activity 6	#3 Health Behaviors Explain the importance of assuming responsibility for personal health behaviors. #5 Goal Setting & Decision Making Demonstrate the ability to apply decision making processes to health issues and problems individually and collaboratively.
Activity 7A	#1 Health Content Concepts: Family Life & Human Sexuality There are characteristics that support being a responsible family member, friend, and student. #7 Understandings & Attitudes Using a variety of cultural and ethnic contexts, analyze situations in which individuals demonstrate respect for the rights and dignity of all peoples.
Activity 7B	#2 Peoples of the Nation & World Perceive that human experiences, in earlier times and other places, may be applicable to solving contemporary problems.
Activity 8A	#1 Political Systems Outcome level: Students will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems in Maryland and in the United States. #7 Understandings & Attitudes Analyze beliefs and values associated with a commitment to the rule of law.
Activity 8B	#1 Health Content Concepts: Disease Prevention There are local, state and national organizations that research and combat disease and affect the impact of disease on individuals and society. #2 Accessing Information Demonstrate the ability to utilize resources from home, school, and community that provide valid information concerning health issues, services, and careers. #1 Political Systems Using case studies from world cultures and American history, analyze consequences resulting from the exercise or denial of rights and/or responsibilities.
Activity 8C	#5 Goal Setting & Decision Making Predict how decisions regarding health behaviors have consequences for self and others. #2 Peoples of the Nation & World Analyze current world issues from different perspectives. #5 Skills & Processes Obtain, interpret, evaluate, organize, and use information from observing, investigating, listening, and reading.
Activity 8D	#1 Political Systems Analyze examples of ways in which individuals or groups can advance or impede political change (lobbying, voting, demonstrating, etc.).
Activity 9A	#2 Accessing Information Demonstrate the ability to utilize resources from home, school, and community that provide valid information concerning health issues, services, and careers. #1 Political Systems Outcome level: Students will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems in Maryland and in the United States.
Activity 9B	#1 Political Systems Using historical documents such as . . . the Constitution, analyze the basic principles of American government.
Activity 9C	#1 Political Systems Using historical documents such as . . . the Constitution, analyze the basic principles of American government. Using case studies from world cultures and American history, analyze consequences resulting from the exercise or denial of rights and/or responsibilities.
Activity 9D	#3 Health Behaviors Explain how public health policies and laws influence health promotion and disease prevention. #2 Peoples of the Nation & World Analyze current world issues from different perspectives.
Activity 10	#5 Goal Setting & Decision Making Demonstrate the ability to apply decision-making processes to health issues and problems individually and collaboratively. #2 Accessing Information Demonstrate the ability to utilize resources from home, school, and community that provide valid information concerning health issues, services, and careers.
Activity 11	#4 Communication Skills Analyze various communication methods to convey accurate health information and ideas. #1 Political Systems Using case studies from world cultures and American history, analyze consequences resulting from the exercise or denial of rights and/or responsibilities. #5 Skills & Processes Obtain, interpret, evaluate, organize, and use print and non-print sources of information such as maps, globes, graphics, and tables.
Activity 12	#1 Health Content Concepts: Disease Prevention Early detection and intervention are important to the treatment of disease. There are standard disease processes that influence how and why diseases develop and spread. #3 Health Behaviors Explain the importance of assuming responsibility for personal health behaviors. #5 Goal Setting & Decision Making Demonstrate the ability to apply decision making process to health issues and problems individually and collaboratively. Analyze current world issues from different perspectives. #2 Peoples of the Nation & World Define and clarify problems drawn from history and the social sciences, judge information related to the problems, propose solutions, and draw conclusions based on available data. #5 Skills & Processes Demonstrate the ability to apply decision making process to health issues and problems individually and collaboratively. #6 Valuing Self & Others Examine one’s own feelings, values, and capabilities in an effort to develop a positive self concept and acceptance of others. #7 Understandings & Attitudes Using a variety of cultural and ethnic contexts, analyze situations in which individuals demonstrate respect for the rights and dignity of all peoples.

Extensive teacher involvement is essential as students work through the instructional activities. In general, the directions in the Student Booklet are self-explanatory. Specific notes are as follows:

Introductory Activity.
The purpose of this activity is to show how individual behavior choices influence personal risk. Before students enter the classroom, place a red star under one desk in which you are sure a student will be sitting. Identify 3 students and tell them not to participate in the activity. Each of these students will receive an index card but will not get it signed. Give each student an index card and have him/her exchange signatures with 3 other students by signing each others’ cards. Each student should have 3 signatures on his/her card. Now have everyone return to their seats. Inform students that each signature represents an exchange of body fluids via shared needles, an exchange of blood, or sexual contact. Instruct the students to look under their desks to see if there is a red star. For the purposes of this activity, identify the person who found the red star as one who possesses HIV antibodies. Have the class stand up, then have all the students who signed the card of the HIV infected person sit down because he/she has now been infected. Then ask students still standing to check their cards to see if they have a signature of any seated HIV positive students. If so, they too are infected and should sit down. Repeat the process one more time. Have the students note how many are seated and how many are standing.

Guide the students to draw conclusions that show how a choice of lifestyles could influence their risk of contracting HIV/AIDS. Ask: What did this activity indicate about how AIDS is spread? Why are there at least 3 people left standing? What do you know about the AIDS disease? How can your behavior choices influence your personal risk? When the discussion ends, distribute Student Booklets and read the Introduction with the students.

Activity 1.
Pair students to complete Steps A and B. When students have completed the activity, have each pair share their graphic organizer and conclusions with one other pair and/or the class.

Activities 2-4.
Activity 2 assumes that students know the definition of “developing countries” and can identify those in which the number of AIDS victims is increasing. You may need to provide additional instruction as appropriate. Depending on the students’ prior knowledge, reading ability, or other factors, you may want to discuss the articles and time line prior to students completing the steps in each activity.

Activity 5.
Pair students for completion of Activities 5 and 6.

Activity 6
Write one of the following types of behavior on 3 separate manilla folders or envelopes and place each folder at a different location in the classroom.

Unsafe Behaviors
Questionable Behaviors
Safe Behaviors

Write each of the following behaviors on a separate index card.

Unsafe Having sexual contact
Helping to stop a friend’s nosebleed with your bare hand
Sharing drug needles with a friend
Ear piercing with the same needle someone else has used
Getting a tattoo with unsterilized needles
Using intravenous (IV) drugs

Questionable Sharing toothbrushes or razors
Blood transfusions before 1985
Wet kissing
Being born to a mother who is HIV-positive

Safe Swimming in public pools
Drinking from public fountains
Mosquito bites
Eating with someone else’s fork
Coughs and sneezes from an HIV infected person
Getting an intravenous (IV) drug or needle at a hospital
Using the telephone after an HIV infected person
Dry mouth kissing
Sitting next to an HIV infected person
Touching or hugging an HIV infected person

Depending on the size of the class, give 2 cards to each pair of students. Tell them to read the cards and decide if the behaviors are safe, unsafe or questionable. Have students follow the directions in their Student Booklets to discuss with their partner and decide which classification is appropriate for each of the behaviors you have given them, and to place their cards in the labeled folders or envelopes.

After students have returned to their seats, remove each card from each folder or envelope and discuss with the class the reasons why it was appropriately or inappropriately placed. Discuss how students can avoid questionable and unsafe behaviors.

Activity 7.
Have students work independently to read the article and complete Steps A and B.

Activities 8-10.
Divide students into groups of 3 and assign one of the laws described in Activity 8 to each student in a group. After each student has read about the law assigned to him or her, have each group discuss the laws’ meanings and work together to complete Activities 8, 9 and 10.

Activities 11-12.
Students complete these activities independently. Provide paper as needed for Activity 12. You may wish to have students share their graphic organizers before completing individual plans.

Introduction.

Red star and index cards (see Teacher Directions)

Activity 6.

Manilla folders or envelopes, and index cards labeled with specific behaviors (see Teacher Directions)

Activity 12.

Writing paper

The total time required to complete the activities of this task is approximately 3 hours, 20 minutes. The estimated time required for each activity is as follows:

Introductory Activity 15 minutes

Activity 1 10 minutes

Activity 2 15 minutes

Activity 3 15 minutes

Activity 4 15 minutes

Activity 5 5 minutes

Activity 6 10 minutes

Activity 7 15 minutes

Activity 8 20 minutes

Activity 9 15 minutes

Activity 10 15 minutes

Activity 11 10 minutes

Activity 12 30 minutes

(180k) Acrobat

Rationale.
You may want to focus on particular activities to evaluate student progress on a certain outcome and indicator. For the purposes of this exemplar task, sample scoring tools are provided for Activities 5, 7A and B, and 9B.

Activity 5. Based on what you learned from Activities 2, 3 and 4, list below information you could include in your action plan.

This activity addresses Health Outcomes #2, Accessing Information, and #5, Goal Setting and Decision Making. Responses are gauged on a 0 - 2 scoring tool.
Scoring Tool. The response shows the ability to use school/community resources that provide valid health information to collaboratively apply decision-making processes to health issues.
	2:	The response provides accurate information from Activities 2, 3 and 4 that could be included in an action plan.
	1:	The response provides accurate information from 2 of the 3 activities that could be included in an action plan.
	0:	All other responses.
Sample Response:
	AIDS is spread most often by sexual contact, by contaminated syringes or exposure to infected blood. (Activity 2) The risk for contracting AIDS continues to increase among persons infected through heterosexual contact. (Activity 3) It is possible to be infected with HIV and have no signs or symptoms. (Activity 4)

Activity 7, Step A. Ann indicated that she would never tell anyone that Pablo had AIDS. How might Pablo be treated differently if Ann did not keep her promise and others found out about his illness?

This activity addresses Health Outcome #1, Health Content Concepts: Family Life and Human Sexuality, and Social Studies Outcome #7, Understandings and Attitudes. The response is gauged on a 0 - 2 scoring tool.
Scoring Tool: The response shows the student’s ability to analyze a situation in which individuals demonstrate respect for the rights and dignity of peoples and an understanding of characteristics that support being a responsible friend.
	2:	The response provides a thorough, complete and plausible explanation of how Pablo might have been treated if Ann did not keep her promise.
	1:	The response provides a partial and plausible explanation of how Pablo might have been treated if Ann did not keep her promise.
	0:	All other responses.
Sample Response:
	If Ann had not kept her promise, Pablo might have been shunned by his classmates or asked to leave school. At the very least, he would have been made fun of by some people in his school.

Activity 7, Step B. Think about another time or place in which a “stigma” was attached to an individual or group. Describe the situation, then compare it to the “stigma” attached to people with HIV/AIDS.

This activity addresses Social Studies Outcome #2, Peoples of the Nation and World. Responses are gauged on a 0 - 3 scoring tool.
Scoring Tool. The response demonstrates the student’s ability to perceive that human experiences in other times and other places may be applicable to contemporary problems.
	3:	In the response: Another time or place in which a stigma was attached to an individual or group is identified. The situation is thoroughly and accurately described. The situation is accurately compared to the “stigma” attached to people with HIV/AIDS
	2:	In the response: Another time or place in which a stigma was attached to an individual or group is identified. The situation is thoroughly and accurately described and a partial comparison is made to AIDS. or The situation is partially described and a complete comparison is made.
	1:	In the response: Another time or place in which a stigma was attached to an individual or group is identified. The situation is partially described or a comparison is made.
	0:	All other responses.
Sample Response:
	In the late 19th century, Native Americans in the western part of the United States were characterized as savages. For example, after the “Massacre of the Little Bighorn” all Indians were blamed, discriminated against, rounded up and put on reservations or, in many cases, killed. In many ways, people with HIV/AIDS are treated as outcasts and definitely discriminated against. Although they are not placed on a reservation, they are often denied rights, like the Native Americans.

Activity 9, Step B. What principles of American government, stated in the Constitution, have resulted in this case being heard by the Supreme Court?

This activity addresses Social Studies Outcome #1, Political Systems. Responses are gauged on a 0 - 2 scoring tool.
Scoring Tool. The response demonstrates the ability to use the Constitution to analyze basic principles of American government
	2:	The response accurately identifies principles associated with the Constitution and the judicial system.
	1:	The response identifies a principle associated with the Constitution and the judicial system.
	0:	All other responses.
Answer Cue: Principles identified can include:
checks and balances right of appeal to higher court Supreme Court’s power to interpret the meaning of laws Supreme Court’s power to decide whether or not a law is constitutional

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