HIV/AIDS Lesson Plan

Overview:
Topic: HIV/AIDS Prevention
Setting: Georgia College Health Sciences Building Room 202
Audience: College students
Learning/Behavioral Objectives:
1. The participants will be able to accurately identify the difference between behaviors that increase risk of
spreading HIV/AIDS and those that do not following a group activity.
2. The participants will be able to correctly identify the order of how to put on a male condom following a
group activity.
3. The participants will be able to correctly list 3 fluids known to spread HIV, 2 human behaviors that
transmit HIV and 3 ways to prevent the spread of HIV when sexually active during a post-test handout
at the end of the class.
Outline of Content:
PowerPoint Presentation Outline:

Objectives
Pre-Test
Focus statement
HIV/AIDS timeline
Where did HIV originate?
What is HIV and how does it effect the human body?
HIV testing
How does HIV spread?
Behavioral Risk Factor Activity
How id HIV transmitted?
How is HIV not transmitted?
HIV strains
HIV in subpopulations and geographic locations
Prevention challenges among youth
Sex education
Is there a cure?
HIV treatment and prevention
How to put on a male condom
Condom activity
Questions

*See attachments for full print out of PowerPoint presentation

Focus Statement (1 minute):

Have every 4th person in the class stand up. Once this is completed have the students look around the room at
how many people are standing and make the statement: Youth aged 13 to 24 account for 1 in 4 new HIV
diagnoses each year.
Instructional Activities:
1. HIV/AIDS Pre-Test (5 minutes):

The pre-test consists of three questions that require the participants to fill in their own answers.
The test should be handed out prior to beginning the presentation to allow the participants to answers
the questions using previous knowledge or educated guesses.
Ensure the participants that the test is not for a grade and if they do not know the answers right now
they will, following the presentation.
Once all participants have completed the pre-test, collect all tests and begin the presentation.
The same test will be given as a post-test following the presentation to assess the participants
knowledge of HIV/AIDS due to the information presented in the lesson.

2. Rating Behaviors for HIV Risk Activity (Learning Objective: 1) [10 minutes]
Planning Notes:

Write four columns on the board that say:

Definitely a risk
Probably a risk.
Probably not a risk. and
Definitely not a risk.

Copy the 18 behaviors from the Leader's Resource onto individual index cards for Step 2.

Know that listing Kissing in the Probably not a risk category is likely to raise questions. Be
prepared to answer their concerns, noting that dry kissing is certainly safe, but French or
deep kissing might pose a risk if there is blood in either mouth, due to bleeding gums, sores
or cuts. Explain that no cases of HIV infection have been traced to deep kissing but that
scientists are unwilling to say that it is completely Impossible.

Know that latex condoms can help prevent the spread of HIV infection. Researchers have studied
couples in which one sexual partner was infected and the other was not. When the couples used
condoms and a lubricant consistently and correctly every time they had sex, none of the non
infected partners became infected with HIV.
Procedure:
1. Explain that this activity will identify which behaviors risk HIV infection and which do not. To
test knowledge about risky behaviors, they will rate activities along a continuum of riskiness,
from Definitely a risk to Definitely not a risk. Point out the columns on the board.
2. Distribute index cards to participants. If you have more than 18 participants, have the group form
pairs.
3. Have participants come forward one/two at a time to the board. After reading the card aloud,
they will tape the card under one of the categories.
4. After each card is placed, ask the participant(s) why she or he chose that category. Ask if the
group agrees. Using the Leader's Resource, correct any misinformation and be sure that the index
card is moved to the correct category.
5. Remind the group that the behaviors that most risk HIV infection are having anal, vaginal or oral
intercourse without latex condoms or barriers and sharing any kind of needles.
6. Conclude the activity using the Discussion Points.

Discussion Points:
1. How do you feel looking at this wall? Does knowing that some things are definitely or probably
a risk worry you?
2. Did you learn new information? What was it? Do you have questions about any behaviors we did
not list today?
3. If you were explaining this information to a friend, what would you say first?
3. Condom Sequencing Activity (Learning Objective: 2) [10 minutes]
Process:
1. Write the following steps for how to put on a male condom on separate sheets of paper:
1. Talk about using condoms with partner
2. Buy the correct size of condoms
3. Check the expiration date
4. Carefully open the condom without using your teeth or scissors
5. Make sure the condom is right side up with the rim on the outside (like a little hat!)
6. Pinch the tip of the condom
7. Place on the head of the penis
8. Unroll condom down shaft of penis to the base
9. Apply water-based lubricant
10. Have sex!
11. Ejaculation!
12. Hold rim of condom and pull out
13. Remove condom holding the tip with one hand and slowly rolling up with the other
14. Tie off the condom at the end
15. Throw condom in trash. Do not flush!
2. Ask 15 participants to stand in a line and give each participant a putting on a male condom
card. (If there are more than 15 participants then other participants assist with feedback later in
the activity.)
3. Explain that each person represents one step of the use of a condom (as indicated on each card).
4. One end of the line represents the beginning of the process and the other, the end of the process.
5. Participants then move to where they think their cards fit along the continuum.
6. When the active participants are satisfied they have completed the task, invite the other
participants to say if they agree with the other and continue until a majority decision is reached.
7. Once all students have agreed on the order of the cards, use the above sequence to check their
answers and correct the students if they had any out of order.
8. Following the activity, explain to the students that it is imperative that they understand the proper
way to put on a male condom in order to achieve perfect use and the highest percentage of
protection.
HIV/AIDS Post-Test (Behavioral Objective: 3) [5 minutes]
A three question test matching the pre-test is given to students following the conclusion of the
presentation.
The students are to use previous knowledge or information gained during the presentation to accurately
answer the questions provided.
Once the student completes the post-exam they are excused and may leave the room.

Material:

Markers
White board
Index cards
Computer and over head projector
Paper

Pre-Test
HIV/AIDS Lecture

1. List 3 of the 6 fluids produced by the human body that are known to spread the HIV virus.

2. List 2 human behaviors that cause HIV to be transmitted from one person to another.

3. List 4 ways to prevent the spread of HIV/AIDS when sexually active.

Post-Test
HIV/AIDS Lecture

1. List 3 of the 6 fluids produced by the human body that are known to spread the HIV virus.

2. List 2 human behaviors that cause HIV to be transmitted from one person to another.

3. List 4 ways to prevent the spread of HIV/AIDS when sexually active.

Answer key for Behavioral Risk Activity: