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Owego 1
Owego Apalachin Central School District
Business Office
36 Talcott Street
Owego, New York 13827
Randy Pryor
Business Official
Phone: (607) 687-6215
Fax: (607) 687-6313
Nov. 21, 2011
NYCLU
125 Broad Street, 19th Floor
N ew York, NY 10004
Dear Ms Alexis Kateron, Esq:
Attached you will find documents fulfilling your FOIL request for" all records concerning lessons on the topics of gender identity, sexual anatomy, sexual behaviors, sexual decision-making,
healthy relationships, etc ... ".
Sincerely,
a~6{s¡
(J
RandyPOr
Owego 2
Owego
Apalachin
Middle School
I
.
Personal
Development
Grade 8
Owego 3
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ISBN
O~02-280441-2
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Macmillan/McGraw-Hill
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A Division ofTheMcGrawHiUCompanies
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Credits
Cover Design and Illustration: Devost Design
èover photo: Photobise
Photos: All photographs are-by Macmillan/McGraw-Hili
and Dave Mager for MMH, except as noted be/ow.
(MMH); Roman Sapecki; Lew Lause; Ken Karp for MMH;
Front Matter: Sl: Bob Daemmrich/The Image Works; 52: Richard Hutchings/Photo Edit; 53: mr. Tony
Freeman/Photo Edit; te. Michael Newman/Photo Edit; 54: Blair Seitz/Photo Researchers; 57: David YoungWolff/Photo Edit; 58: Bob Daemmrlch/Stock Boston; 511:Dennis O'Ciair/Stone; 512:Jonathan Nourok/Photo
Edit; 515:David Young-Wolff/PhotoEd It; 516:Jeff Greenberg/Visuals Unlimited ..
illustrations: Jennifer King,Dave Odell
Unit 10 outlines emergency care procedures that reflect the standard of knowledge and accepted practices in the
United. States at the time this book was published. It is the teacher's responsibility to stay informed of changes in
emergency care procedures in order to teach current accepted practices. The teacher can also recommend that
students gain complete, comprehensive training from courses offered by the American Red Cross.
RFB&D~
leaming through listening
Students with print disabilities may be eligible to obtain an accessible, audio version of the pupil edition of this
textbook. Please call Recording for the Blind & Dyslexic at 1-800-221-4792 for complete information.
tz
A Division ofTheMcGraw·HiUCompanies
Macmillan/McGraw-Hili
A Division of The McGraw-Hili Companies
Published by Macmillan/McGraw-HilI, of McGraw-Hili Education, a division ofThe McGraw-Hili Companies, Inc.,
Two Penn Plaza, New York, New York, 10121.
Copyright © 2003 by Macmillan/McGraw-HilI. All rights reserved. No part of this publication may be reproduced
or distributed' in any form or by any means, or stored in a database or retrieval system, without the prior written
consent of The McGraw-Hili Companies, Inc., Including, but not limited to, network storage or transmission, or
.broadcast for distance learning.
.
Printedïn the United States of America
ISBN0-02-280441-2/8
3 4 5 6 7 8 9 055/027 07 06 05 04 03
Owego 6
all
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Teacher's
Lesson Plan Binder
GRADE
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8
~
-Macmillan
tnIlIi McGraw-Hili
NewYork
Farmington
Owego 7
Credits
Cover Design and illustration: Devost Design
Cover Photo': photoDisc
Photos: All photographs are by Macmillan/McGraw-Hill (MMH); Roman Sapecki; Lew Lause; Ken Karp for MMH;
and Dave Mager for MMH, except as noted below,
Front Matter: Sl: Bob Daemmrich/The Image Works; S2: Richard Hutchings/Photo Edit; S3: mr; Tony
Freeman/Photo Edit; tco Michael Newman/Photo Edit; S4: Blair Seitz/Photo Researchers; S7: David YoungWolff/Photo Edit; S8: Bob Daemmrich/Stock Boston; S11:Dennis O'Ciair/Stone; S12:Jonathan Nourok/Photo
Edit; S15:David Young-Wolff/PhotoEdit; S16:Jeff Greenberg/Visuals Unlimited,
illustrations: Jennifer King, Dave Odell
, Unit 10 outlines emergency care procedures that reflect the standard of knowledge and accepted practices in the
United States at the time this book was published, It is the teacher's responsibility to stay informed of changes in
emergency care procedures in order to teach currently accepted practices. The teacher also can recommend that
students gain complete, comprehensive training from courses offered by the American Red Cross.
'ZZ
A Division of The McGraw·'Hill Companies
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division ofThe McGraw-Hill Companies, Inc.,
Two Penn Plaza, New York, New York 10121.
A 2003 printing by Macmillan/McGraw-Hill.
Copyright © 1999 by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the proper written permission of the publisher. Purchasers of this program have
the publisher's permission to reproduce pages intended for use with students and/or family members.
Printed In the United States of America
3 4 5 6 7 8 9 028 07 06 05 04 03
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Owego 8
Lesson
11
Lesson 12
Moving Toward Maturity
The Amazing Body
Lesson Plan 12:
lesson Plan 11:
My Body: Greatest Hits
l01
Lesson 11 Review: Answer Key
Blackline Master: Fami/y
705
708
Hea/th News/etter
Blackline Master: The Centra/
Nervous System
709
Blackline Master: The Peripheral
7 70
Nervous System
Blackline Master: Five Ways to Care
for Your Nervous System
117
Blackline Master:
The Endocrine System
,729
131
Blackline Master: 2 Ways to Care for Your
Endocrine System
:
132
Blackline Master: The Fema/e
Reproductive System
133
Blackline Master: The Ma/e
Reproductive System
134
Lesson 13
Blackline Master:
The Circulatory System
Blackline Master: The Heart
Blackline Master: Six Ways to Care
for Your Circulatory System
112
713
The Respiratory System
714
175
116
Blackline Master: The Ske/etal System .. 117
Blackline Master: Five Ways to Care for
Your Ske/eta/ System
118
Blackline Master:
The Muscu/ar System
Book Bag Baby
71 g
Blackline Master: Six Ways to Care for Your
Muscular System ;
720
Blackline Master:
The Integumentary System
727
Blackline Master: Seven Ways to Care for
Your Integumentary System
722
Blackline Master:
The Digestive System
723
Blackline Master: The Urinary System
724
Blackline Master: Four Ways to Care for .
Your Digestive System and Your Urinary
System
, 125
135 .
138
Blackline Master: Positioning of the Baby
During the Birth Process
Blackline Master: Five Ways to Care for
Your Respiratory System
Learning About
Pregnancy and Childbirth
Lesson Plan 13:
Blackline Master:
\, -
Clocking Growth .••••••••••••••••••••••••••
126
140
Lesson14
Understanding the Stages
in the Life Cycle
Lesson Plan 14:
Steps Toward Maturity ••••••••••••••••••
141
145
Blackline Master: Deve/opmental Tasks of
Ado/escence
146
Blackline Master: Ways to
Help You Learn
147
Lesson 15
Aging, Dying, and Death
lesson Plan 15:
Looking Ahead •••••••••••••••••••••••••••••.
148
Blackline Master: Ten Secrets of
Hea/thful Aging
Unit 3 Review: Answer Key
Copyright by Meeks Heit Publishing Company
151
152
153
v
Owego 9
Lesson 16
Lesson 19
Power Eating
Weight...Conscious and Wise
'"c;.•.••
Lesson Plan 16:
Nutrient Match~Up
1SS
Lesson Plan 19:
. Wise About Weight
182
759
185
167
Blackline Master: Range for Desirable
·Weight Gain (females)
186
Blackline Master: The Six Basic
Classes of Nutrients
762
Blackline Master: Range for Desirable
Weight Gain (males)
187
Blackline Master:
Vitamins
763
Blackline Master:
Minerals
164
Blackline Master:
Activities and Calories .....•...................... 188
765
Blackline Master:
Losing Weight
Lesson 16 Review: Answer Kev
~
Blackline Master:
Family Health Newsletter
Blackline Master:
The Food Guide Pyramid
Steps for Gaining and
789
Lesson 17
Lesson 20
Eating for Health
Being Confident with
Your Body Image
Lesson Plan 17:
Foodball·••••••••••••••••••••••••••••••••••••••••
166
Blackline Master:
Guidelines
169
The Dietary
771
Blackline Master: Six Ways to Reduce
Cholestero/ in Your Body
172.
Blackline Master: Guide/ines to Reduce the
Risk of Cancer
;
773
Lesson Plan 20:
Collage of Confidence ••••••••••••••••••
190
793
Blackline Master:
Anorexia Nervosa
794
Blackline Master:
Bulimia
195
Blackline Master: .Obesity
196
Unit 4 Review: Answer Key
197
Lesson 18
The Cautious Consumer
Lesson Plan 18:
Nutrition Categories •••••••••
+•••
++•••
~.174
177'
Blackline Master:
Food Labels
778
Blackline Master:
Fast Food Chart
179
Blackline Master:
The Restaurant Guide
180
Blackline Master:
181
vi
Nutrition Facts
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Owego 10
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As you read this introduction, you will learn about the seven
health standards. A health standard is something you must know and
be able to do to be healthy. These are the health standards.
Comprehend Health Facts
Access Valid Health Information,
Products, and Services
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Make Health Behavior Contracts
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Analyze Influences on Health
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Make Responsible Decisions
Owego 11
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Students will
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promotion and
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prevention.
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statement about health. Health facts help you know what
you need to do to be healthy. This textbook is organized
into ten units to help you find health facts easily. For
example, one unit is called Nutrition. It has health facts
about nutrition and diet. These health facts help you
know how to plan a healthful diet. Suppose you want to
reduce your risk of heart disease. You will learn health
facts about the relationship between diet and heart
disease. You will learnthat broiled chicken is more
healthful than fried chicken .
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2. Ask questions if you do not comprehend health
facts. As you study health facts, you might have
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questions. For example, you might ask, "Why is broiled
chicken more healthful than fried chicken?" The answer
is that fats from frying chicken can
build up on artery walls.
This reduces blood flow.
This answer gives you a
better understanding of
health facts.
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1. Study and learn health facts. A health fact is a true
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3. Answer questions to show you
comprehend health facts. Your
teacher or someone else might ask a
question to learn what you understand.
For example, you might be asked, "Is
broiled fish or fried fish more healthful
for the heart?" Your answer should be
broiled fish. You comprehend health
facts. You understand that eating fried
foods increases the fats you eat. These
fats can build up on your artery walls.
4. Use health facts tIO practice me
skîlls, A life skill is a healthful action
that is learned and practiced for a
lifetime. This textbook contains a listoflife skills. Each
lesson in the book begins with one ormore life skills.
This is one of the life skills: I will Plan a healthful diet that
reduces the risk of disease. Suppose you want to practice this
life skill. You rely on health facts. You know that eating
fried foods increases the risk of heart disease. You also
know that broiled foods do not have as much fat. You
order a broiled chicken sandwich rather than a fried
chicken sandwich at a fast food restaurant.
fl
Practicing Health Standards'
53
Owego 13
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Students will
demonstrate the
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ability to access
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services.
1. Identify health Intormatlcn, products, and
services you need. Suppose you aregoing to be in the
sun and want to protect against skin cancer. You need
health information. You need to know about harmful rays
from the sun. You need health products. A health
product is something that is produced and used for
health. If you are going to be in the sun, you need
sunscreen lotion. You need health services. A health
service is the help provided by a health care provider or
health care facility. A health care provider is a trained
professional who provides people with health care. Some
health care providers are dentists, doctors, pharmacists,
and police officers. A health care facility is a place where
people receive health care. A hospital and a mental
health clinic are health care facilities.
2. locate health information, products, and
services. Suppose you need health information. Use
Some Sources of Health-Related Information. Suppose
you need health products. You can get health products
from a health care provider. You might purchase health
products at a store. Most likely, your parents or guardian
get you health products. Suppose you need health
services. You might find health services in the telephone
directory. Most likely, your parents or guardian help you
get health services. " ¡",
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Owego 14
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Some Sources of HeaBth~Related
Information
Health care professionals, such as your physician or dentist
Centers torDisease Control and Prevention (CDC)
National Health Information Center
Professional organizations, such as the American Red Cross,
American Heart Association, American Cancer Society,
American Medical Association, American Association for
Health Education
Books, such as this textbook
Medical journals
Computer products and services such as CD~ROMs and the
World Wide Web
Your health teacher
Videos and television programs
You might have to get help for an emergency. An
emergency is a serious situation that occurs without warning
and calls for quick action. Learn the emergency telephone
numbers in your area. There might be a 9-1-1 emergency
number to get help from the fire department, police, and
emergency medical services. If not, dial the operator (the
number O).
How to Make an Emergency
Telephone Call
• Remain calm and give your name.
• Tell the exact place of the emergency.
• Tell what happened, the number of people involved, and what
has already been done.
• Give the number of the telephone you are using.
• Listen to what you aretold to do. Write down directions if
necessary.
• Do not hang up until you are told to do so.
• Stay with the personar persons needing help until emergency
care arrives.
Practicing Health Standards
SS
Owego 15
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3. Evaluate health information, products, and
services. Sometimes you need help deciding if the
health information you got is reliable. Use A Guide to
Evaluating Health-Related Information. Sometimes you
need help evaluating health products and health services.
Use Questions to Help Evaluate Health Products and
Services.
Nutl'Îtion Facts
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What is the source of the information?
What are the qualifications of the researcher, author, speaker,
organization, or group providing the information?
• Is the information based on current research and scientific
knowledge or is it the opinion of certain individuals or groups?
.. Have reputable health care professionals evaluated the
information and accepted it?
.. Is the purpose of sharing the information to inform you or to
convince you that you need to buy a specific product or service?
.. Is the information provided in a way that educates you without
trying to appeal to your emotions?
.. Are you able to get additional information if you request it?
.. Does the information make realistic claims?
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A Guide to Evaluating
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Questions to Help Evaluate Health
Products and Services
• Do I really need the product or service?
• Do I understand what the product or service does and 110W to
use it?
• Is the product or service safe?
.. Is the product or service worth the price?
• Is the product or service of high quality?
• What can I do about the product or service if I am not satisfied?
• What do consumer agencies have to say about the product or
service?
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Owego 16
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4. Take action when health tntormatíon is
misleading. Take action when y€'lU are not
satisfied with health products and services. You
might hear, read, or see inaccurate health information.
Suppose you are not satisfied with health products or
health services. You might write a letter of complaint or
contact a federal agency.
Federal Agencies to Help 'Iou
with a Complaint
• The Food and Drug Administration (FDA) checks and enforces
the safety of food, drugs, medical devices, and cosmetics.
The FDA has the authority to recall products. A product recall
is an order to take a product off the market because of safety
concerns. The FDA Consumer Affairs Information Line is
1-800-532-4440.
GI
The Federal Trade Commission (FTC) checks advertising
practices. The FTC can stop certain advertisements or force an
advertiser to chanqe the wording in advertisements.
GI· The Consumer Product
Safety Commission (CPSC) establishes
and enforces product safety standards. The CPSC has the
authority to recall products.
GI
The United States Postal Service (USPS) protects the public
when products and services are sold through the mail.
Contact your local post office or call the Postal Grime Hotline
at 1-800-654-8896.
0:~
Owego 17
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health-enhancing
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behaviors and
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Use a health behavior contract to practice healthful
behavior and reduce health risks. A healthful behavior is an
action that
• promotes health;
.
• prevents illness, injury, and premature death;
• and improves the quality of the environment.
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reduce health
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risks.
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A health behavior contract is a written plan to develop
the habit of practicing a life skill. When you practice life
skills, you reduce health risks.
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1. Tell the life skill you want to practice. Decide on a
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life skill. For example, you might want to manage stress.
Stress is the body's reaction to the demands of daily living.
Too much stress is a health risk. You practice healthful
behavior when you make a health behavior contract for
this life skill: I will follow a Plan to manage stress.
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2. Write a few statements describing how the life
skill will affect your health. Explain how practicing
this life skill helps you to reduce health risks.
Write a few statements about these health risks.
me
3. Design a specific plan to practice the
skill and él way to record your progress
in making the
skBUa habit. Tell what
you will do to practice the life skill. Choose
actions and write them on your plan. Then
make a calendar or other way to record what
you do. Set a time frame.
me
4. Descrübe the results you got when you
tried the plan. After the end of the time
frame, review how well you did. Did you
follow the plan you made? Did anything get
in the way? What did you enjoy about the
pian? How might you improve the plan?
c
ards
Owego 18
__ Date:
Name:
Life skill:
_
I will follow a plan to
manage stress.
Effect on My Health:
If I manage stress, I will be less likely to
have a headache and stomachache. I will keep my body strong.
Then I will be better able to resist colds and flu. I will be less likely to
have an accident.
My Plan:
I will deal with stressors. I will talk to my parents or
guardian about the cause of stress. I will protect my health.
I will take a brisk walk each day. I will keep a journal for a week.
I will staple my journal to this health behavior contract.
I will record the stressors I experience and tell if I spoke to my
parents or guardian about them. I will keep a record of the days on
which I tooka brisk walk.
How My Plan Worked:
(Complete after one week). I talked with
my parents about stressers on two days. I took a brisk walk on three
days. I feel better when I talk with my parents and take a brisk walk.
I will take these actions more often.
S9
Owego 19
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Students will
Students will analyze the influence of culture, media,
technology, and other factors on health.
analyze the
influence of
culture, media,
technology, and
other factors on
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1. Identify people and things that might influence
you. Be aware of people and things that influence you.
For example, what people influence you? Your parents or
guardian? Other family members? Friends? Heroes from
television or sports? What things influence you? Do the
media influence you? Media are the various forms of
mass communication. Are you influenced by ads on TV?
On radio? In magazines or newspapers? Does technology
influence you? Technology is the use of high-tech
equipment to communicate information. Are you
influenced by computer games? Ads or articles on the
World Wide Web? CD-ROMs? Videos? Does culture
influence you? Culture is the arts, beliefs, and customs
that make up a way oflife for a group' of people at a
certain time. Do family customs influence you?
(
2. Evaluate the effects the influence might have on
health. Use the Guidelines for Analyzing Influences on
Health", Answer Yes or No to each question. Note: All six
questions might not apply.
Guidelines for Analyzing Influences
on Health®
1. Does this influence promote healthful behavior?
2. Does this influence promote safe behavior?
3. Does this influence promote legal behavior?
4. Does this influence promote behavior that shows respect for
myself and others?
5. Does this influence promote behavior that follows the guidelines
of responsible adults, such as my parents or guardian?
6. Does this influence promote behavior that shows good character?
\,
()
Owego 20
3. Choose positive influences on health. Review your
answers to the six questions. Did you answer YES to the
questions that applied? If so, the influence has a positive
effect on health. For example, you might see a TV ad that
encourages teens to be drug-free. You use the six questions
to evaluate the effects of this TV ad on you. You answer
YES to all six questions. It is a wise use of your time to
view this ad.
4. Protect yourself 'from negative influences on
health. Did you answer NO to one or more of the six
questions? If so, the influence might have a negative
effect on health. For example, you might listen to a song
on the radio. The lyrics might encourage violence and
include bad words. Your NO answers to the questions
indicate this is a negative influence. It does not mean that
you will be violent or use bad words. But you still must
protect yourself from the potential that it might. Avoid
listening to this song. Change the radio channel. Do not
buy the CD that has this song on it.
Owego 21
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Students will
demonstrate the
ability to use
interpersonal
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skills to enhance
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Communication is the sharing of feelings, thoughts, and
information with another person. How well do you
communicate with others? Are you able to say NO to an
action? Are you able to leave a situation? Are you able to
settle disagreements without fighting? These are skills you
can use.
Use Resistance Skins
health.
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What would you do if someone asked you to do
something that was harmful? Unsafe? Illegal? Disrespectful?
That did not follow the guidelines of responsible adults?
That did not show good character? You can use resistance
skills. Resistance skills, or refusal skills, are skills that are
used to say NO to an action or to leave a situation.
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1. Say NO in a firm voice.
2. Give reasons for saying NO.
3. Be certain your behavior matches your
words.
4. Avoid situations in which there will be
pressure to make wrong decisions.
5. Avoid being with people who make wrong
decisions.
6. Resist pressure to do something illegal.
7. Influence others to make responsible
decisions rather than wrong decisions.
o
dards
Owego 22
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Use Conflict Resolution SkUls
Have you ever had a conflict or disagreement with someone? Did
communication break down? Did you settle the disagreement without
fighting? Did you settle the disagreement in a responsible way? Conflict
resolution skills are steps that can be taken to settle a disagreement in a
responsible way.
1. Remain calm.
2. Discuss the ground rules with the other person.
e Do not blame.
• Do not use put-downs.
e Do not interrupt
CI Do not use threats.
-.
3. Describe the conflict.
e Tell what you think happened.
• Be honest about what you have said or done to cause the conflict.
o Use l-messages to express your feelings about the conflict.
o Allow the other person to describe what (s)he thinks happened.
• Listen without interrupting ..
• Respond to the other person's feelings.
4. Brainstorm a list of possible solutions.
5. Use the six questions from The Responsible Decision-Making Model"
to evaluate each possible solution.
It Will the solution
lead to actions that are healthful?
e Will the solution lead to actions that are safe?
• Will the solution lead to actions that are legal?
e Will the solution lead to actions that show respect for you and
others?
o Will the solution lead to actions that follow the guidelines of
responsible adults, such as your parents or guardian?
.iII Will the solution
lead to actions that show good character?
6. Agree on a solution.
.. Keep your word and follow the solution on which you agreed .
.7. Ask a trusted adult for help if you cannot agree on a solution.
S13
Owego 23
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Students will
demonstrate the
ability to use
goal-setting and
decision-making
/ skills that enhance
health.
The Responsible Decision-Making Model= is a series of steps
to follow to ensure that decisions lead to actions that
promote health; protect safety; follow laws; show respect for
self and others; follow guidelines set by responsible adults,
such as a person's parents or guardian; and demonstrate
good character.
1. Describe the situation that requires a decision.
2. List possible decisions you might make.
3. Share the list of possible decisions with a trusted adult.
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4. Evaluate the consequences of each decision.
Ask yourself the following questions:
j;::,
Will this decision result in actions that
II are healthful?
I!l are safe?
are legal?
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show respect for myself and others?
" follow the guidelines of responsible
parents or guardian?
II demonstrate
good character?
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Note: All six questions
Write or say "Does not
to this situation. If you
questions, the decision
adults, such as my
might not apply to each situation.
apply" if a question does not apply
answer NO to any of the six
is a wrong one.
5. Decide which decision is responsible
appropriate.
and most
6. Act on your decision and evaluate the results.
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Owego 24
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1. Choose an action for which you will advocate.
demonstrate the
A health advocate is a person who promotes health for
self and others. Consider actions that protect and
promote health. For example, cigarette smoke contains a
drug called nicotine. Nicotine raises blood pressure and
increases heart rate. People who smoke might become
addicted to nicotine. It is very difficult for them to quit
smoking. It is best never to try smoking. You have chosen
to advocate for NO smoking .
ability to advocate for
personal! family, and
community health.
.2. Tell others about your commitment to advocate.
A health advocate is willing to make a commitment. This
involves being able to tell others where you stand. You are
willing to say, "I am against cigarette smoking." "I will be a
health advocate and encourage others not to smoke." "I
will encourage others to avoid breathing cigarette
smoke."
3. Match your words with your actions. Show others
that you believe what you say. For example, suppose
you are with friends at a restaurant. You must wait 15
minutes to be seated in the nonsmoking section. There
are seats available in the smoking section. You wait rather
than sitting in the smoking section.
4. Encourage others to choose
healthful actions. Think of ways
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you encourage others and
promote your cause. You might
make a poster encouraging others
not to smoke. You might collect
money for the American Cancer
Society. You might write a letter or
email a child you know. You might
tell the child why you do not smoke.
You might encourage the child to
pledge not to smoke.
S15
Owego 25
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Each health standard is important. To be successful, you will
need to practice each of the health standards. This textbook includes
several activities that will help you practice the health standards.
With practice, you can master all seven health standards. When you
master all seven health standards, you will reach your goalTotally Awesome" Health.
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Owego 26
.Student Workbook
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Achieving Health Literacy
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Owego 27
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ISBN 1-886693-82-X ,
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Owego 28
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Owego 29
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Everyday Learning Corporation
Editorial, Sales, and Customer Service Office
P.O. Box 812960
Chicago, IL 60681
Director of Editorial: Julie De Ville'rs
Managing Editor: Ginger Panico
Project Editors: Heather L. Allen, Teri A. Curtis
Illustrator: Deborah Rubenstein
Director of Graphics: Elizabeth S. Kim
Graphics Associate: DanniElena Wolfe Hernández
Art Consultant: Jim Brower
Director of Production: Sally Meckling
Copyright 1999 by Everyday Learning Corporation.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
•
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the proper written permission of the publisher.
Worksheets may be reproduced for individual classroom use only. Materials cannot be
reproduced without written permission from Everyday Learning Corporation.
Unit 10 outlines emergency care procedures that reflect the standard of knowledge and accepted
practices in the United States at the time this book was published. It is the teacher's
responsibility to stay informed of changes in emergency care' procedures in order to teach current
accepted practices. The teacher also can recommend that students gain complete, comprehensive
training from courses offered by the American Red Cross. '
Printed in the United States of America.
9 MZ04 03
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Owego 30
Table of Contents
Ci
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I Unit 2 I Family and Social Health
Mental and Emotional Health
il
ii
The Totally
. Awesome®Teen
• A Healthy Puzzle (Reinforcement)
• Risky Business (Enrichment)
lesson
f\J\
lesson
s:
,
1
2
.3
4
5
6
8
Successful Stress
Management
:{."i!Sl-¡~~.' ,
• The' Fantastic Family (Reinforcement)
• The Changing Face of the family (Enrichment)
13
.. 14
Strengthening
Family Relationships
I
• Safety Versus Secrecy (Reinforcement)
• love Isn't Supposed to Hurt (Enrichment)
15
16
Fabulous
,Friendships
• Making Your Own'Decisions (Reinforcement)
• A Balancing Act (Enrichment)
17
18
m
D
,. Stress-No-More (Reinforcement)
• D'D
epresslOn angers. I',(Ennchment)
11
12
Family
Relationships
lesson
.7
,
on .Fantastic
, lesson
Confident
Communication
• Reading Anger like a Book (Reinforcement)
• Hold the Phone! (Enrichment)
,
• Relationship Words (Reinforcement)
• A Matter of Manners (Enrichment)
n.
Superb
Mental Fitness
• Personality Puzzle (Reinforcement)
• The Addiction Trap (Enrichment)
lesson
I
Empowered
Decision- Making,
• J us t Say "N o.I" (Reinforcement)
• A (Decidedly Difficult) Code (Enrichment)
Extraordinary
Relationships
Preparing for
I Future Relationships
9
. 10
• I Abstain! (Reinforcement)
• The Respect Check (Enrichment)
19
20
~~,
iii
Owego 31
I Unit 41 Nutrition
I Unit 3 I Growth and Development
m
The Amazing
. Body'
• Pumped Up About Circulation (Reinforcement)
• A System of Systems (Enrichmerit)
~
Lesson
.. 21
22
Moving Toward
Maturity
(Reinforcement)
(Enrichment)
23
24
m
• "I'll Buy a Vowel" (Reinforcement)
• Nine Magic Months (Enrichment)
25
26
iii
• All the World's a Stage (Reinforcement)
• Teen Tasks (Enrichment)
27
28
1m
• What Should I Say? What Can I Do?
.(Reinforcement)
~Jëalin>gwith· Dying and Death
" ."~;('
.
m
• The Consumer Quiz (Reinforcement)
• What's in a label? (Enrichment)
35
36
•
m
• To Nibble or Not (Reinforcement)
• A Healthful Weight (Enrichment)
37
38
m
(Enrichment)
29
30
• My Body (and Proud of It) (Reinforcement)
• The Puzzle of Disorders (Enrichment)
39
.40
, .... ' "
,
l' "'.;~
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33
34
Being Confident with
I Your Body Image
Aging, Dying,
. and Death
~>~~~~~>:~:.~.,'\,_
..::-~'!':i.:i,,-:A~·!~!H
• Free to Choose (Reinforcement)
• Diet Deflects Disease (Enrichment)
Weight-Conscious
• and Wise
Understanding the Stages
in the Life Cycle
i
31
32
The Cautious
: Consumer
Learning About
Pregnancy and Childbirth
,
• It's Good for You (R~inforcement)
• A Power Menu (Enrichment)
iDEating
for
Health .'
• Wonderful Woman, Marvelous Man
• Change As You Grow
•
mpower
I
Eating
Copyright bY'Meeks Heit Publishing Company
.
•
Owego 32
/2
,
•,
I Unit' 5 I Pers~'nal
He~l~hand
Physical Activity
I Unit 6 I Alcohol, Tobacco, and Other Drugs
m
iii
Having a Neat and
Clean Appearance
• Healthy, My Eye! (Reinforcement)
• let's Hear It for Ears! (Enrichment)
fil
The Responsible
• Use of Drugs
.41
42
• A Responsible Crossword
• OTC Drugs (Enrichment)
fiJI
Having Medical and
Dental Checkups
• Two Mouth Messages
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(Enrichment)
43
44
Being Energized with
Physical Activity
• The Hazards of Nicotine
• Tobacco Fact or Fiction?
45
.46
Ii
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Designing a Physical
Fitness Plan
• A Guide to Physical Fitness
• Physical Fitness TImes Five
(Reinforcement)
(Enrichment)
'f
,~~;".'J'"
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(Reinforcement)
(Enrichment)
53
54
m
47
.48
55
56 .
Controlled Drugs and
Illegal Drug Use
• Drug-Crostic (Reinforcement)
• An Offer You Can Refuse (Enrichment)
57
58
Intervention and
I Treatment
• A Progression to Dependency (Reinforcement) .. 59
• The Warning Signs of Drug Abuse (Enrichment) BO
Preve~ting. an.d Treating
Athletic Iniuríes .
• A Crossword for Prevention (Reinforcement)
• Principle Pointers (Enrichment)
v ,
Choosing Not to .
Drink Alcohol
mA
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51
52
Tobacco-Free
: Lifestyle
• An Athletic Acrostic (Reinforcement)
• The Energized Top Ten (Enrichment)
J
~
• The Danger of Drink (Reinforcement)
• Alcohol and You (Enrichment)
• Sink Your Teeth into This Chart
(Reinforcement)
(Reinforcement)
49
50
.
ril
Res!stance Skills for
SayIng NO to Drugs
• A life Without Drugs (Reinforcement)
• Everything's Under Control (Enrichment)
B1
B2
v
Owego 33
I Unit 7 I Com"!uniçable
and
Chrome DIseases
iD
Common Communicable
,
sson
J
63
64
: Consumer
• The Good, the Bad and the Wrong
(Reinforcement)
• A Wealth of Information
Sexually Transmitted
Diseases
• Just the STO Facts, Ma'am (Reinforcement)
• No STOs for Me! (Enrichment)
m.
m
65
66
HIV Infection
and AIDS
• HIVand AIDS (Reinforcement)
• How HIV Is Spread (Enrichment)
m
•
Being an Informed
Diseases
• The Perils of Pathogens (Reinforcement)
• Diagnosing Disease (Enrichment)
1ft
I Unit 81 Consumer and Community Health
67
6B
im
75
;
76
(Enrichment)
Being a Cautious
'. Consumer
.' Comparison Shopping (Reinforcement)
• The Consumer Complains (Enrichment)
ifiiSpending
J
77
.7B
.
I Time and Money-
• A Balancing Act (Reinforcement)
• lime-Wise (Enrichment)
Cardiovascular
79
BO
•
Diseases
• A Cardiovascular Crossword
• Sick at Heart (Enrichment)
(Reinforcement)
69
70
J
Planning for
Health Care
• The Search for Health Care (Reinforcement)
• Health Pros, Health Places (Enrichment)
mcancer
• Cancer Caution (Reinforcement)
• Types and Treatments Tables (Enrichment)
71
72
B1
B2
mVolunteering
J ,
iii
Health Causes
• Volunteering (Reinforcement)
• Health Career Possibilities (Enrichment)
Chronic Health
,
mi
Conditions
B3
84
I
• Chronic Conditions Word Search
• Helping to Cope (Enrichment)
(Reinforcement)
,
73
.74
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Owego 34
.ti I Uni¡ 9 I Enviionmental Health
IUnit 1 O I Injury Prevention .and Safety
iii
Respect for
.
iDPréventing
the Environment
1
• Ozone or No-Zone? (Reinforcement)
• Environmental Acrostic (Enrichment)
85
86
mpollution
87
88
m
·~,.;.s~.
Turning False to True (Reinforcement)
• Environment Encouragement (Enrichment)
J'
89
........ 90
the Environment
• Camping Etiquett~ (Reinforcement)
• Creating 'Positive Images (Enrichment)
91
92
I
95
96
Staying Safe During
Extreme Weather Conditions
and Natural Disasters
• X-treme X-Word (Reinforcement)
• Tracking a Hurricane (Enrichment)
m
mAPpreciating
J.
• Creating a Safety Sign (Reinforcement)
• A Big Risk (Enrichment)
im
Protecting
the Environment
~
93
94
Staying Safe
at Home
¡:
• The Air in There (Reinforcement)
• Plastic, Peels, and Pollution (Enrichment)
«~·
• A Nonviolent Search (Reinforcement)
• Violent Behaviors (Enrichment)
Lesson
J J
:J
Violence
J
97
98
Having First
Aid Skills
• The Burning Uuestion (Reinforcement)
• Ready or Not (Enrichment)
99
100
,-",/
VII
Owego 35
'1.
Transparency Book
Owego 36
Everyday Learning Corporation
Editorial, Sales, and Customer Service Office
P.O.-Box 812960
Chicago, IL 60681
~
Director of Editorial: Julie De Villers
Managing Editor: Heather L. Allen
Project Editors: Ginger Panico, Teri A. Curtis
Director' of Illustration: Deborah Rubenstein
Director of Production: Sally Meckling
Copyright 1999 by Everyday Learning Corporation.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the proper written permission of the publisher.
t)
These transparencies are designed for educators who use Totally Awesome® Health. When using
a transparency, show the full transparency so that the copyright at the bottom of the page is
displayed.
Unit 10 outlines emergency care procedures that reflect the standard of knowledge and accepted
practices in the United States at the time this book was published. It is the teacher's
responsibility to stay informed of changes in emergency care procedures in order to teach current
accepted practices. The teacher also can recommend that students gain complete, comprehensive
training from courses offered by the American Red Cross.
Printed in the United States of America.
5 6 7 8 9 MZ 04 Ó3 02;:
ISBN 1-886693.-81.-1
.
~
~.
·eJ
Owego 37
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ISBN 1-886693~81-1.
9 781886
693814
Owego 38
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Owego 39
• Fast Food Chart ................................•
Lesson 18
• Activities and Calories ........•......•...........•
Lesson 19
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• Checking Symptoms
:
• The Top Ten Reasons for Being Energized
with Physical Activity
Lesson 22
.•'. , ..•..
Lesson 23
• The Five Areas of Health-Related Fitness
Lesson 24
• Types of Exercise to Develop Physical Fitness
Lesson 24
• Lifetime Sports and Physical Activities .. ,
Lesson 24
• Physical Fitness Health Behavior Contract. ..........•..
Lesson 24
• Tips for Recognizing Problem Drinking
Lesson 27
'
• Sidestepping Secondhand Smoke .. ,
', .. ,
Lesson 28
• Using Resistarice Skills When Pressured to Use Drugs
Lesson 31
• Ten Reasons to Avoid Infection with STOs
Lesson 33
• How HIV Is Spread
Lesson 34
,
, . , .........•.....
• Preventing HIV Infection and AIDS ..........•........
Lesson 34
• Preventing Cardiovascular Diseases ..........•.......
Lesson 35
• Preventing Cancer ,
; Lesson 36
• Guidelines for Choosing Healthful Entertainment
, Lesson 39
• Media Literacy: Ask Questions ...................•..
(
Lesson 39
., Protective Factors That Help Reduce Your Risk of Violence .. Lesson 47
• Ways to Resist Belonging to a Gang .........••.......
Lesson 47
• Self-Protection Strategies When in Social Situations
Lesson 47
• Rescue Breathing for Adults and Older Children
Lesson SO
• Cardiopulmonary Resuscitation Steps
for Adults and Older Children
,
Lesson 50
• Universal Precautions
,
, .•.......
Lesson 50
{y
IV
i
Owego 40
.~
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Table 'of Contents
• The Well ness Scale •........•......•.•.
o
• Health Behavior Contract ....•.•.
o
•••••
o
••••••
o
••••••
o
• The Responsible Decision-Making ModelTM.•..
o
•••
'
Lesson 1
•••••
Lesson 2
•••••••••
• The Model for Using Resistance Skills .....••......•....
Lesson 2
• Why Vou Need Good Character .............•
o
Lesson 3
••••••••
• Addictive Behaviors Common in Teens........•....•....
Lesson 3
• General Adaptation Syndrome (GAS) ...
Lesson 5
• A Loving Person ...•.......
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iii
Owego 41
Assessment Book
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Owego 42
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Everyday
Editorial,
P.O. Box
Chicago,
Learning Corporation
Sales, and Customer Service
812960
IL 60681
•
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Director of Editorial: Julie DeVillers
Managing Editor: Ginger Panico
Project Editors: Heather L. Allen, Teri A. Curtis
Director of Illustration: Deborah Rubenstein
Director of Production: . Sally Meckling
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Copyright 1999 by Everyday Learning Corporation
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All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the proper written permission of the publisher.
"
Unit 10 outlines emergency care procedures that reflect the standard of knowledge and
accepted practices in the United States at the time this book was published. It is the
teacher's responsibility to stay informed of changes in emergency care procedures in order
to teach current accepted practices. The teacher also can recommend that students gain
complete, comprehensive training from courses offered by the American Red Cross.
/
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Printed in the United States of America
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ISBN: 1-886693-75-7
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27
Masters
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Health Behavior Contract
Unit 2: lesson and Unit Tests
xi
Family and Sodal Health
;
• Health Behavior Inventory
xii
The Responsible
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30
• Lesson 7 Test
Lesson 8 Test
fl
33
36
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39
• Lesson 1OTest
42
• Unit 2 Test
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Unit 1: Risky Dice
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Business
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Unit 4: Power Lunch Special
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.7
Unit 7: Cancer Warning Signs
Hangtag
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Growth and Development
• Lesson 11 Test
Lesson 12 Test
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52
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Lesson 13 Test
55
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Lesson 14 Test
58
Lesson 15 Test
Unit 3 Test
61
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• Lesson 18 Test
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Lesson 19 Test
• Lesson 20 Test
Unit 4 Test
II
Copyright. by Meeks' Heit Publishing Company
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:
.70
73
76
79
82
iii
Owego 44
I
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Unit 5: Lesson and Unit Tests
Consumer and
Community Health .
Personal Health and
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85
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61
Lesson 23 Test
88
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Lesson 40 Test
148
151
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94
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Lesson 25 Test
97
• Lesson 41 Test
Lësson 42 Test
154
157
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100
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Alcohol, Tobacco, and
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• Lesson 26 Test
• Lesson 27 Test
Lesson 28 Test
11&'
• Lesson 29 Test
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• Lesson 30 Test
Lesson 31 Test
Unit 8 Test
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160
Unit 9: Lesson and Unit Tests
Environmental Health
...103
• Lesson 43 Test
" Lesson 44Test
163
166
106
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Lesson 46 Test
169
172
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175
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Communicable and
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181
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Lesson 33 Test
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Owego 48
ITEM NO. 93757
ISBN 1-886693-75-7
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ISBN 1-886693-75-7
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_A number of physical changes take place during puberty. Fifteen of these changes
are listed below. Some occur only in females. Write "F" on the lines in front of these.
Others occur only in måles. Write "M" on the lines in front of these. Still others
occur in both males and females. Write "F &M" on the lines in front of these.
L Enlargement
of reproductive
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2. Increase in height of 2-8 inches
3. Deepening
4. Enlargement
of voice
of breasts
5. Growth of pubic hair
7. Increase in perspiration
8. Broadening
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of shoulders
9. Onset of menstruation
____
10. Formation
____
11. Onset of sperm development
____
12. Growth of facial hair
___
13. Widening ·of hips
_---
14. Increase in muscle mass
___
of mature eggs
- 15. Growth of underarm
hair
The hormones responsible for the changes that take place during puberty are secreted
by glands belonging to the endocrine system. Name two things you can do to care for
your endocrine
System.
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HEALTH> GENETICSr GROWTH, AND DEVELOPMENT> PUBERTY
FILL IN THE CHART
Complete the following chart by placing each term below into the correct column. Decide if it is
Te.levant to girls, boys, or both.
EGG RELEASED
STARTS AGES 12"13
EMOTIONAL CHANGES
GENITALS ENLARGE
BREASTS DEVELOP
SPERM PRODUCED
AWKWARDNESS
DEEPER VOICE
MENSTRUATION
LARYNX ENLARGES
PUBIC HAIR
starts ages 10-11
BOYS
BOTH
GiRLS
Pituitary
gland sends out
hormones
,
~
,
.......................................................
..............................................
-
........
......................................................
Testes produce
testosterone
......................................................
Underarm hair
......................................................
Hips widen
.......................................................
Facial hair and body hair
......................................................
.....................................................
.......................................................
Growth 'spurt starts earlier
and ends quickly
Puberty lasts several years
.................................. ...................
,
Muscles become more
developed
......................................................
I
Growth spurt starts later
but lasts longer
1999-2011 BrainPOP. All rights reserved.
Visit us at http://www.brainpop.com
Owego 54
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HEALTH> GENETICS, GROWTH, AND DEVELOPMENT> PUBERTY
) E f INE
Can you explain the terms below in your own words? .
PUBERTY:'
...........................................................................................................................................................................
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HORMONES:
...............................
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plTUIT ARV GLAND:
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.....................................................................................................................................................................................
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.............................................................................................
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ESTROGEN AND PROGESTERONE:
..............................................................................
..... ...... ... .... ........ .. .. ... .
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tESTES:
............................................
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Owego 55
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Name: ...........................................
Date: ............................................
GENETICS, GROWTH, AND DEVELOPMENT) PUBERTY
.T,~CHART
Puberty begins when our bodies begin to increase the production of certain hormones. Write
the names of the hormones below the drawings and then bralusterm some of the resulting
physical or emotional changes that occur in boys and girls during puberty.
GIRLS
BOYS
.....................................................................................
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Owego 57
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Owego 59
The· Mal
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IUnit 3\
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Wonderful Woman, Marvelous
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beneath each illustration.
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Owego 62
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Owego 64
Unit 3 .. Growth and Development
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,Development of the, Baby, Conception Through 'Birth
First Trimester
Second Trimester Third Trimester
End of 1 st month
Endot 4th month
Heart, brain, nerves, and
lungs form.
ø
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End of 7th month
Skin is developing.
., Eyes open.
Fetus kicks its legs and
moves its arms.
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Legs and arms move often.
Weight is about 3 pounds.
Length is about 15 inches.
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Digestive system forms.
e
Eyes and ears can be seen.
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Weight is about 6-7 ounces.
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Length is 1/3 inch.
o
Length is about 4-5 inches .
End of 8th month
The baby is called an embryo.
End of 5th month
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End of 2nd month
e
Arms, fingers, legs, and toes
form.
Heart becomes four chambers.
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Head becomes larger.
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Facial characteristics appear.
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End of 3rd month
First external signs of
sex appear.
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Some movement begins.
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Weight is about 1.5 ounces.
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Almost all organs are
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Fine hair develops.
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Eyelashes and nails appear.
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Weight is about 4 pounds.
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Rate of growth slows.
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Length is about 18 inches.
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Weight is about 1 pound.
End of 9th month
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Length is about 9-10 inches.
End of 6th month
CD
The baby is called a fetus.
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Fetus responds to noise and
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Heartbeat increases.
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Fetus moves vigorously.
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Weight is about 1.5 pounds.
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Skin is smooth and polished.
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Eyes are slate-colored,
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Birth weight is about 6-9
pounds.
Birth length is about 19-21
inches.
Length is about 11.5 -12.5,
inches. '
Length is about 1.5 inches.
Lesson 13 • Learning About Pregnancy and Childbirth
133
Owego 65
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Owego 66
Why is Teen Parenthood Risky?
Babies born to Teen Parents:
sOften do not receive adequate nourishment
!li
Often do not receive adequate prenatal care
II
Risk being born prematurely and have low birth weights
~ Are more likely to be abused by their parents
8
Are less likely to have adequate medical and dental care as children
Teen Mothers:
Risk anemia during pregnancy
e Risk toxemia during pregnancy
e Risk premature bird
o Are more likely to drop out of school
• Are less likely to meet their career goals
o Have limited social opportunities
Are more likely to have low incomes
It
Are more likely to abuse their children
It
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Teen Fathers:
ID
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9
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Have to pay child support and may be financially stressed
Are more likely to drop out of school because they have to work
Might have to change career plans
Often lack contact with their children
Are more likely to abuse their children
Are less likely to meet their career goals
Owego 67
Name:
_
TEEN SEx-THE
RISKS
Teenagers who decide to have sex face greater risks than any other age group.
Teen Pregnancy &·Birth
..
>-
Pregnancy presents significant health risks to a woman of any.age. Pregnant
teenagers face added risks because their bodies are still developing. Other
. problems may happen because the pregnant teen denies or ignores her situation,
which keeps her from getting proper care. .
..
.
Teen mothers have a higher rate of anemia and hypertension (high blood pressure)
»
during pregnancy.
Babies of teen mothers are more likely to be born prematurely and/or suffer from'
);>
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low birth weight.
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Babies of teen mothers also face a greater risk of mental retardation, brain damage
);>
Teen mothers are more likely to have premature labor.
);>
Babies born to teen mothers are more likely to be stillborn, or dead at birth.
and injury at birth.
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Young People and Sexually Transinitted Infections (STIs) .
);>
Young people between the ages of 15 and 25 are at the highest risk of contracting
an STI.
.
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Each year, one out of four sexually active teens becomes infected.
);>.
Using drugs or atcoboííncrcaees a young person's risk of contracting an STI.
);>'
Every year, about three million cases of STIs occur among teenagers.
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HUMAN R.ELATIONS MEDIA
ED
ABSTINENCE FIRST (VERSION B)
Owego 68
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THE BÈ.NEFiTS OF
ABSTINENCE
Continuous abstinence means choosing not to håve sexual intercourse. Continuous abstinence ...
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is the only 100% effective method of pregnancy prevention.
);;>
offers total protection from sexually transmitted diseases
(STIs), including RN.
);;>
is completely free.
);;>
has no medical or hormonal side effects.
.
is supported by many people of different faiths as the best
choice for unmarried people.
is practiced by the majority of people under the age of 18.
is an option available to anyone, even people who have had
sex in the past.
is much safer than periodic abstinence, or not having sex some
of the time.
has been linked to a young person's self esteem and success in
later relationships,
Abstaining from sex is easier than you think. It helps if you can talk openly with your
partner about your decision. Any worthy relationship is based on respect. If you sense
that your partner doesn't respect your feelings, think carefully about what that says about
your relationship. Set your own goals and stick to them, even if it means avoiding
situations that could make things tricky. _
.:
- HUMAN RELATIONS MEDIA
DJ-
ABSTINENCE FIRST (VERSION S)
Ii
Owego 69
Owego 70
••
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·Disease- au lng
'Pathoge s.
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315
Owego 71
I
How t· e
Defen
I
I .•..gain
.¡
.
316
Owego 72
I.
I
Diseases/Infections
Wha t is an STO/STI?
An sTo/STI is a sexually transmitted
disease/infection.
Recently, people have
come to prefer the using the term "sexually transmitted infection" instead of
"sexually transmitted disease." We will refer to them here as sexually
transmitted
infections
(STIs).
How do you get an STI?
STIs are primarily transmitted during sexual activity and spread through vaginal, anal,
and oral sex. A few STIs can be spread through contact with blood that is infected
(HIVand hepatitis B).
Can I get an STI through oral sex?
Yes you can. Studies on oral sex have shown that you can contract syphilis,
gonorrhea, HIV, HPV, genital herpes, Chlamydia, and possibly hepatitis CZ This is why
we define sexual activity as oral, anal, and vaginal sex. While some may say it's a
"safe alternative," oral sex does not protect you from the physical consequences of
STis.
How many people have STis?
It is estimated that in the United States 19 million STI infections occur on a yearly
basis. To put that in perspective, if we took everyone from the state of Minnesota,
North Dakota, South Dakota, Nebraska, and Iowa, we would still be short 1.2 million
people! And that's only how many people are infected every year, not the people
who were previously infected.
For teenagers
year.
alone, approximately 1 in 4 sexually active teens contracts
an STI every
Will they ever go away?
It depends on the type of STI. Bacterial and parasitic infections, like Chlamydia, can
be treated·with oral antibiotics. Viral infections, such as Genital Herpes, HIV,or HPV·
cannot be cured
Owego 73
Do condoms prevent getting one?
'¡
Condoms can reduce the transmission of an STI, but they cannot prevent
transmission fully. Remember, the only 100% way of preventing a sexually transrnitted
infection is through abstinence.
Emotional Effects of Sexual Activity
Most people think only 'of the physical consequences of sex; but even if a physical
consequence is not experienced, you will most likely experience some sort of
emotional pain. When you have sex with someone, there is an' emotional bond that
takes place. When that bond is broken, damage is done and it hurts.
Sorne emotional effects of a broken sexual relationship include feeling:
used
cheap
abandoned
" alone
suicidal
" depressed
guilty or regretful
"
angry and hurt
e
" jealous
empty
e
et
O)
..
I
i
!
!
IlO
Link between
Gl
"
CIl
:
13·
I
:
suicide and depression and sexually active teens:
Sexually active girls are more than three times more likely to be depressed
than girls who are not.
Boys who are sexually active are more than twice as likely to be depressed as
those who are not
Sexually active girls are nearly three times more likely to attempt suicide than
girls who. are not sexually active.
Sexually active teenage boys are eight times more likely to attempt suicide
than boys who are not sexually active.
'
Owego 74
'-, I
'. I
STO FACTS
V"hat Are Some Common STD's?
I)
ö
el
e
"
e
•
Chlamydia ß
Gonorrhea ~
Syphilis
Genital Warts (HPV) V
Herpes V
Hepatitis B V
HIVV
B
'
~J.- cflCti
(
(
r~fec¡"W¡y.r'
f
1_ '---\ \
C
p /øH 5
What Are the Common Signs & Symptoms of an STD?
The most important thing to know about STD's is that people may not have any
symptoms (asymptomatic). People without symptoms may still have an STD. This
means that can transmit the STDto a partner even if they feel and look fine.
Possible Signs of an STD in women and men:
_ Sores, bumps or blisters near sex organs,
- Need to urinate often
rectum or mouth
- Night sweats
_ Burning & pain when urinating or having
- Flu-like feelings
a bowel movement
- Swelling in the groin
- Itching around sex organs
(around sex organs)
_ Swelling ör redness in the throat
- Pain during sex
possible Signs of an STD in women:
_ An unusual discharge or smell from the vagina
_ Pain in the pelvic area - the area between the belly button and sex organs
_ Burning or itching around the vagina
_ Bleeding from the vagina that is not a regular period
Possible signs of STD in men:
_ Drip or discharge from the penis
Owego 75
,--------"-'
Diseases----
,-
(
Chlamydia
'
" • An STD caused by bacteria that produce inflammation of the reproductive organs
Transmission: Intimate sexual contact with infected person
Signs and symptoms in males:
'
o An inflammation
of the epididymis and urethra, a clear, thin mucous
discharge, burning feeling during urination
Signs and symptoin~ in females:
'
ell
Inflammation of the vagina and cervix, unusual discharge from the vagina
(There may not be any signs or symptoms)
Diagnosis: Detection by physician
Treatment: Antibiotics
Gonorrhea
An STD caused by bacteria that produce a discharge from the urethra
e
and/or vagina
Transmission: Intimate sexual contact with an infected person
Signs in males:
• Wbite, milky discharge from the urethra two to nine days after infection,
burning sensation during urination
Signs in females:
Discharge from the vagina, burning sensation during urination,
sometimes, females have no signs of infection
Diagnosis: Made by physician
Q
(
)
Nongonococcal urethritis {NGU}
An STD caused by bacteria that produce an infection and inflammation
el
eifthe urethra
'
Transmission:
, • Intimate contact with an infected person, spread from infected mother to
baby during delivery
Signs and symptoms in males:
ID
An inflammation of the epididymis and urethra, a clear, thin mucous
discharge, burning feeling during urination, frequent urination
Signs and symptoms in females:
• Itching and burning during urination
(There may not be any signs or symptoms)
Diagnosis: Through a culture of the discharge
Treatment:' Antibiotics
Syphilis
'
,
, • An STD caused by spirochetes that cause .a chancre, skin rash, and damage
to body organs
Transmission:
Intimat(3 contact with an infected person, spread from infected mother to baby
Signs and symptoms in male: Chancre; skin rash
Signs "and symptoms in females: Chancre; skin rash
Diagnosis: Through a cul ture of the discharge; blood test
;I
(
323
Owego 76
~STDs
Continued
GenHaiherpes
i
.
" I
') I
'
.. An STD caused by a virus that produces cold sores or fever blisters in
I
I
the genital area and/or mouth
Transmission:
• Intimate
contact with an infected person
I
Signs and symptoms in females aruimales:
,
i
I
~ Blisters in the genital area, open sores, tiredness, fever, headache, pain and
swelling, burning during urination
Diagnosis: Inspection and culture of fluid from the blisters
Treatment: A'prescription drug helps relieve symptoms on a short-term 'basis
Genital warts
• Dry wartlike
Transmission:
Intimate
fj
I
II
growths caused by a virus
contact with an infected person
Signs and symptoms in males and females:
'
Warts that resemble a small cauliflower, through a culture of the discharge;
iii
'blood test
Treatment:
N o treatment for the virus
Topical medication or laser surgery for removal of the warts
o
$
Ca'ndidiasis
An STD caused by fungi that produce itching and burning
Transmission:, Intimate contact with an infected person
"
Signs and symptoms in females: White, foul-smelling discharge and itching
Signs and symptoms in males: Itching and burning during urination
Diagnosis: Examination by physician and lab test '
,
Treatment: Special creams, tablets or suppository
(f
Trichomoniasis
An STD caused by protozoa that infect the vagina, urethra, or prostate
Transmission:
\I
Intimate contact with an infected person, direct contact with infected
towels or linens
,Signs and symptom!?in males and females:
'
II A greenish-yellow
vaginal discharge that has an odor, itching, pain,
or burning during urination
'
.• Many males and females have no symptoms
Diagnosis: Examination of discharge
Treatment: Prescription drug
et
Pubic Lice
,. An infestation
Transmission:
with pubic, or crab, lice
Intimate contact with an infected person, direct contact with infested
clothing, bed linens or towels
Signs and symptoms in males and females: Little black spots; itching
Diagnosis: Inspection by physician
Treatment: Prescription or over-the-counter drug
lit'
c
324
Owego 77
Na.me___________
lD ate
I
..
m
l
Communicable and Chronic Di.seases Unit 7\
· •...
a.
.
Sexually Transmitted DisBase~
.
Justthe STO Facts, Mfl am
Information about six STDs, their" signs and symptoms, and their treatment make up
the chart below. Fill in the blanks to complete the chart.
Treatment
Signs and Symptoms
in Males and Females
sm
M: inflammation of epididymis and ure- Antibiotics for
weeks
or
in morning,
thra,
with urination; F: inflammation of
and
Gonorrhea
Nongonococcal
urethritis
, might be
discharge from
,
M:
days after
to
urethra
infection; F: discharge; M & F: might
during urination
have
M: painful and frequent
; F: might have
during urination
M&F:
a
Antibiotics, although some
to
strains are
antibiotics
with
and
, then
appearance of
, then damage to
M & F: clusters of small painful
,
that turn into
tiredness,feve~headaChe,pabn,swelling
Antibiotics
N o known cure, but
there is a drug that ._._._
of
Trichomoniasis
M: may have pain and burning during
; F: migP.thave
discharge with odor
(
-.
65
Owego 78
·t:
Reasonsto Avoid)
~Infection
with T
1~. I want
to live a long, productive,
and healthful life.
2!1i I ,want
3 ..I want
to keep my body healthy.
my reproductive organs to
~ function as they should.
4. ·1want
to keep my body free of recurring
symptoms of ,STOs.
':Sa
I want to maintain self ..respect.
6m
I want to avoid unnecessary medical expenses.
I want to be able to tell a future rnarrlaqe
7~ partner
that I have neverbeen infected with
an STD.
'8
D
.9.
m
i want to have a healthful marriage without
recurring symptoms of an STD .
I want to remain fertile so that I have the
option of being a parent.
.:,
10. Ido
not wantto
.
infect my offspring with
an STD.
325
Owego 79
"
..
...
Name.
•
Date
)
"
I
,
I
Il
Cammunicable and Chronic Diseases Unit 7.
,'. Sexually Transmitted Diseases
;
(
i
1
,,
"
i
,:No STDs for Me!'
..
I
I
I
I
Your textbook identifies ten reasons to avoid infection with STDs; A clue for each
reason is given in the lefthand' column below. Write the reason on the lines across
i
I
I
I
from each clue.
!
I
1. The kind of life you want to live
I
I
i
2. The way you want to keep your
!
I
body
I
I
I
3. The way you want your repro-
I
ductive organs to function
4. What you want to keep your
,
body free' of
(
5. The way you want to feel about
i,\
yourself
6. What you want to do about
medical expenses
I
I
7. What you want to be able to tell
I
I
".~
a future marriage partner
I
I
8. The kind of sexual relationship
you want to have in the future.
:
9. Why you want to remain fertile
,-
10. What you do not want to do to
an offspring
I
66
-
.
,"
Owego 80
'---'''.
HIV/AIDS
"l
;=ACT O R MYTH
''I
I
Directions: Read the following statements about HIVand décide
whether each statement is a fact or a myth. Write fact or myth on the
line in front of each 'statement.
_~
__
,
-
2. You can get HIV from attending school with a classmate
who is infected.
____
3. HIV can be found in most body flulds,
____
4. You can get HIV from toilet seats.
____
5. No known cases of HIV infection have been transmitted
through tears or saliva.
____
6. HIV can-be transmitted
vaginal secretions.
______
7. HIV infection can' be prevented.
.....,....,.
8. HIV can be transmitted
practices.
through blood, semen and
through unsafe sexual
____
9. Abstinence & safer sex practices help prevent HIV
.lnfectlon,
____
10. HIV can be spread by sharing contaminated
----
11. Infected mothers can transmit
babies.
needles.
HIV to their unborn
I
I
1. You can get HIV by drinking 'from someone's glass.
..........
_~_
___
I
Owego 81
What is HIV? .
HIV (human immunodeficiency
')
virus) is the virus that causes AIDS.
This virus may be passed from one person to another when infected
blood, semen, or vaginal secretions come in contact with an uninfected
person's broken skin or mucous membranes*.
In addition, infected
pregnant women can pass HIV to their baby during pregnancy or
delivery, as well as through breast-feeding.
People with HIV have what
is called HIV infection. Some of these people will develop AIDS as a
result of their HtV infection.
Can I get HIV from casual contact? (shaking hands, toilet
seats¡ sneezing))
No. HIV is not trar:¡smitted by day-ta-day
contact in the workplace,
schools, or social settings, HIV is not transmitted
through shaking
hands, hugging, or a casual kiss. You cannot become infected from a
toilet seat, a drinking fountåin,
a door knob, dishes, drinking glasses,
food, or pets.
HIV IS not an airborne or food-borne
virus, and it does not live long
outside the body. HIV can be found in the blood, semen, or vaginal
fluid of an infected person. The three main ways HIV is transmitted
are:
o
through having sex (anal, vaginal¡ or oral) with someone
infected with HIV
so
through sharing needles and syringes with someone who nas
"
HIV
through exposure (in the case of infants) to HIV before or during
birth, or through breast feeding
HIV is most commonly transmitted
through specific sexual behaviors
(anal, vaginal, or oral sex) or needle. sharing with an infected person.
An HIV-infected woman can pass the virus to her baby before or
during childbirth or after birth through breastfeeding.
Although the risk
is extremely low in the United Stats¡ it Is also possible to acquire HIV
. through t(ansfusions of infected blood or blood products.
Owego 82
What are the symptoms of HIV
The only way to know if you are infected is to be tested for HIV
infection. You cannot rely on symptoms to know whether or not you
are Infected with HIV. Many people who are infected with HIV do not
have any symptoms
at all for many years.
The following may be warning signs of infection with HIV:
•
rapid weight loss
<I
dry cough
I)
recurring fever or profuse night sweats
et
profound and unexplained fatigue
•
swollen lymph glands in the armpits, groin, or neck
.. diarrhea that lasts for more than a week
ø
white spots Oí unusual blemishes on the tongue, in the mouth¡
or in the throat
GI
pneumonia
II
red, brown, pink, or purplish blotches on or under the skin or
inside the mouth,
<I
nose, or eyelids
memory loss, depression, and other neurological
disorders
However, no one should assume they are infected if they have any of
these symptoms.
Each of these symptoms can be related to other
illnesses. Again, the only way to determine whether you are infected is
to be tested for HIV infection.
Similarly,
you cannot rely on symptoms to establish that a person has
AIDS. The symptoms
of AIDS are similar to the symptoms of many
,
'
other illnesses. AIDS is a medical diagnosis made by a doctor based on
specific criteria established by the CDC.
How long after possible exposure can I get tested?
Most people will develop detectable antibodies within two to eight
weeks (the average is 25 days). Ninety seven percent will develop
antibodies in the first three months following the time of their
infection.
In very rare cases, it can take up to six months to develop
antibodies to HIV.
Owego 83
What is AIDS?
')
AIDS stands for Acq'uired Immunodeficiency
Syndrome.
Acquired - means that the disease is not hereditary
but develops after
birth from contact with a disease causing agent (in this case, HIV).
'Immunodeficiency
- means that the disease is characterized
by a
weakening of the immune system.
Syndrome - refers to a qroupof
characterize
symptoms that collectively
indicate or
a disease. In the case of AIDS this can include the
,
development
of certain infections and/or cancers¡ as well as a
decrease in the number of certain cells in a person's immune system.
What causes AIDS?
AIDS is caused by infection with a virus called human
immunodeficiency
virus (HIV). This virus is passed from one person to
another through blood-to-blood
and sexual contact. In addition¡
infected pregnant women can pass HIV to their babies during
pregnancy or delivery¡ as well as through breast feeding. People with
HIV have what is called HIV infection. Some of these people will
develop AIDS as a result of their HIV infection.
How does HIV cause AIDS?
HIV destroys a certain kind of blood cell (CD4+ T cells) which is crucial
to the normal function of the human immune system. In fact, loss of
these cells in people with HIV is an extremely
development
powerful predictor of the
of AIDS. Studies of thousands of people have revealed
that most people infected with HIV carry the virus for years before
enough damage is done to the immune system for AIDS to develop.
However¡ sensitive tests have shown a strong connection between the
amount of HIV in the blood and the decline in CD4+ T cells and the
development
anti-retroviral
of AIDS. Reducing the amount of virus in the body with
therapies can dramatically
person's immune system.
slow the destruction of a
Owego 84
_.
,¡
I
.
\
i
I
.com'municable and Chronic Diseases Unit
,
Name
,
,
'
.
A
-dte
\
7'1
ii
HIV Infection and AIDS
I
I
i
-
'
_---
mv
,AIDS
semen
l
i
I
l
human immUnodeficiency virus
opportunistic
blood
pathogens'
I
\
I
I
is a pathogen that destroys infection-fighting T cells in the body. The
initials stand for
.
sick to the healthy through body fluids like
_____
, and, in a few cases,
,
mv is spread
from the
' ---. Once in the system, the
virus attaches itself to the new host's ------produce its own
material. Eventually, it will
r
I
Complete the following paragraph using the 'words listed below.
vaginal secretions
genetic
'.
\
HIVand AIDS
destroy
noncommunicable
immune system
helper T,cells
breast milk
i
I
\
mv
----,
where it will
the helper T cells
it has invaded. As T cells are killed, their number falls. This leaves the ---_____
weaker, unable to fight off
. When this happens, the body is less
able to 'fight off infection and disease. This is how mv causes
. AIDS is
present in a person when
infections and
diseases are
found in the system. There is no cure for AIDS. So it is iropo!tant to avoid the risk
behaviors, that would expose your body to the cause of AIDS-
.
,J
67
Owego 85
Owego 86
,
'.
"
",
')
(
owHIV
,
r
I
\
i
i
Having sexual contact with an
infected person.
oSharing needles or syringes to
.inject drugs.
Sharing needles for tattooing or
ear-piercing or piercing other .
body parts, . .
e
GI·
.
(
Having contact with the blood or
. other body fluids, mucous membranes,
or'broken skin of an infe.cted persono
G
..
=Havlng a blood transfusion with
infected blood or blood products.
.
II!
.
Having an organ transplant.
Being born to a female infected
wi·th HIVe
e.
(
332
.
!
Owego 87
(
)
w
I
II
I
II
r..,
hugging;
G closed mouth kissing;
e touchínq, holding, or shaking, hands;
e couqhinq or sneezing;
IlD sharínq
food or eat.ing utensils;
sharing towels or 'combs;
having casual contact with friends;
~ sharing bathroom facilities or
water'fountains;
" -,sharing ~ pen or pencil;
.~being bitten by insects;
~ donatina blood;
eating food prepared or served by
@
@
(I
f),
someone else;
l_ ..
l
~ attendin·g school;
œ using a telephone or computer used.
'by,'someone else;.
• swimming in a pool;
o using. sports andsvm eq.uipment.·
M
I
M
333
Owego 88
Preventing
.1 ·H·· 1\/ I f
and AI
.'
.•
I 11
I
I
ti
r:
~~ Practice abstinence.
~Change
your behavior if you
have been sexually active.
~Choose
not to use drugs,
~Seek treatment if addicted to
harmful drugs.
~ ;1
~Get permission from your parents
or guardian before having ears or
other body parts pierced. Never
.share needles with others.
,
;
-,~~ Avoid contact with the blood and
other body fluids, mucous mern...
branes, or broken skin of
another. per-son.
Copyright by MeeksHeit Publishing Company
335
Owego 89
.-
'...
Name -------------------------,
)
,""-
,
I
Communicable andChronic Diseases Unit71
HIV Infection and AIDS ,
.
~
,J:
Date
How HIV Is Spread
Many people have mistaken ideas about how mv is spread. Twenty ways that HIV
mayor may not be spread are listed below. Write Y on the line in front of each way
thatIDV is spread. Write N on the line in front of each way mv is not spread. On
the lines below, list three ways in which health care workers can protect themselves,
from contracting mv.
.'
1. ,Attending school
2. Donating blood
3. Injecting steroids with a contaminated needle
4. Using a computer used by someone else
-,
5.
6.
7.
8.
Swimming in a pool
Having an organ transplant
Sharing a pen or a pencil
Coughing or sneezing
,-
9. Sharing needles 'for tattooing, just once
__
___
10. Sharing towels or combs.
11. Hugging' ,
12. Sharing a needle for ear-piercing, just one hole in one ear
13. 'Having sexual contact with an infected person
14. Using a telephone used by som.eone with mv
___
___
15. Having a blood transfusion
16. Using someone else's sports and gym equipment
__
17. Sharing food or eating utensils
18. Helping someone take care of a cut or a nosebleed
19. Being bitten by insects
20. Having casual contact with friends
1.
2.
3.
68
------------------------------------~--~----------~(
Copyright by Medes Heit Publishing Company
Owego 90
Teacher: Joan Beck
Lesson Tapie: Your Sex Role
Course: 8th Grade Health
Unit Tapie: Personal Development
objectívets) with connection to standards:
• Compare sex vs. sexuality
• Analyze sex roles
Anticipatory Set:
• Review results from Family & Social Health Exam
.
Lesson content:
• Sex vs. Sexuality
• Sex roles in society
.
Presentation (strategies, multiple intelligences, methods, activities ... )
• Ask students to sit with a partner and come to the desk to pick up a piece of poster
paper and a few markers
• Instruct students to largely write the word sex, leave a space and then the word
sexuality. Students should then be given time to define each term to the best of their
ability. Emphasize the use of appropriate terminology only
• Review answers, correct misconceptions
• Now ask students to turn the paper over to the blank side. Ask students to think
about what their role is as a male or female.
• Ask them what the following means:
"Girls are sugar and spice 7 everything nice"
"Boys are snips and snails & puppy dog tales"
• Why are girls dressed in pink? How are they supposed to dress? What are the
traditional jobs for women today?
• Why are boys dressed in blue? How do they dress? What are the traditional jobs for
men today?
• Now think about what you believe how males and females should act, dress, ect..
today. List or draw your answers ...
•
Debrief
udent Evaluation:
• Class discussion
• Drawings
Owego 91
Lesson Closure:
• Next Class: Puberty in detail!
Owego 92
Teacher: Joan Beck
Lesson Topic: Puberty
!
Course: 8th Grade Health
Unit Topic: Personal Development
Objectlvefs) with connection to standards:
• Describe the functions of the endocrine system and its role in puberty
• Explain ways to care for your endocrine system
•
Identify physical characteristics that occur during puberty
Anticipatory Set:
• Ask students the following questions:
Howald are you?
Are you still considered a child?
What happens during the early teen years?
How do kids know its happening?
Lesson content:
• Functions & Care of the Endocrine system
• Physical changes that occur during puberty
Presentation (strategies, multiple intelligences, methods, activities ... )
• Distribute personal development packets to each student. Instruct students to write
their name on the front.
• Show "The Endocrine System" from Brainpop on WebMax
(Internet I Favorites I WebMaxLogln I jbeck, media / Brainpop / Health/Endocrine
•
•
•
•
•
System
Quickly review the two handouts concerning the Endocrine System
Ask students to individually complete "Change as You Grow" as a pre-test to puberty
* They can check their answers after the puberty clip
Next show the Brainpop segment on "Puberty"
Ask students to individually complete the Activity Page on Puberty in their packet
Using the Smartboard File "Brainpop Puberty Activity Chart review correct answers.
Instruct students to make changes on their charts
Student Evaluation:
• Discussion
• Completion of worksheet
**** If time have students work together as a group to complete the vocabulary page
Owego 93
-sson Closure:
• Orally review major changes that occur during puberty
• Next Class: Male Anatomy & Physiology of Reproduction
Web connections ft
WebMax ~ Brainpop - Endocrine System & Puberty
Owego 94
• I will recognile habits that prot~d
female reproductive health$
I will recognÎle habits thaAtprot~ct
male reproductive health~
Vocabulary*
fl
endocrine system
reproductive system
* A complete listing
of vocabulary words
appears at the end
of the lesson.
To mature is to become fully grown or developed. You are
maturing in many ways. Your endocrine and reproductive systems
hèlp you move toward maturity. You recognize changes in your
._ body and in the ways you think and feel. Your relationships with
others have new meaning because of these two body systems.
The Lesson Objectives
"
Describe the functions of the endocrine and reproductive
•
systems.
Explain ways to care for your endocrine and reproductive
«I
CI)
systems.
Identify physical changes that occur in puberty.
Trace the path of an unfertilized egg through the female
reproductive organs.
" Trace the path of a sperm cell through the male
reproductive organs.
" Discuss how your body and your sex role can help you feel
good about yourself.
\
Lesson 12 • Moving Toward Maturity
~
Owego 95
Unit 3 • Growth and Development
...-'.
,,0._
he endocrine (Elv-duh-krin) system
e body system that consists of glands
produce hormones. A hormone is a
'~mical messenger that is released into
bloodstream. Hormones control many
your body's activities. A gland is a group
•of cells or an organ that secretes hormones.
Jf
The pituitary (pi-T'OOvi-tehr-ree)
gland'
is a gland that produces hormones that
control other glands. It also produces
hormones that control the growth of bones
and the movement of smooth muscles.
Pituitary gland
Parathyroid
'-------Thyroid
, _--\:::::::::==~~
:
,--------'--'
The
Endocrine
System
~ __
Adrenal glands
Pancreas
'------,'- Ovary
\&1
~ ¡"i
'v
Testes
Lesson 12". Moving Toward Maturity
117
Owego 96
Unit 3 • Growth and Development
The thyroid gland is a gland that produces thyroxin.
Thyroxin (thy·RAHK·sin) is a hormone that controls
. metabolism. Metabolism (muh.TA.buh·li·zuhm) is the
rate at which food is converted to energy in the cells. Too
much thyroxin can result in high metabolism. A person
might feel restless and lose weight. Too little thyroxin can
result in low metabolism. A person might feel tired and
gain weight.
The parathyroid (pehr.uh·THY·royd) glands are four
glands that control the amount of calcium and phosphorus
in the body. When these glands are overactive, calcium
leaves the bones and enters the blood. This causes
muscle weakness.
"
The adrenal glands are two glands that control the
body's water balance, help in the digestive process, and
secrete adrenaline. Adrenaline prepares the body to react
quickly during stress or in an emergency.
The pancreas (PAN·kree·uhs) is a gland that produces
digestive enzymes and chemicals that control blood sugar
levels. The pancreas releases insulin. Insulin is a hormone
that regulates the blood sugar level. The pancreas is also
part of the digestive system.
The ovaries (Ol+vuh-reez) are two female reproductive
glands that produce egg ce!ls and estrogen. Estrogen
(ES.truh-juhn) is a female sex hormone that controls the
development of secondary sex characteristics during
puberty. Puberty is the stage of growth and development
when secondary sex characteristics appear. Puberty occurs
in females usually between the ages of 8 and 15.
The testes (TES·teez) are two male reproductive glands
that produce sperm cells and testosterone. Testosterone
(te.STAH.stuh.rohn) is a male sex hormone that controls
the development of the secondary sex characteristics
during puberty. Puberty occurs in males usually between
the ages of 12 and 15.
Both males and females might experience changes in
mood during puberty. This is due to changing levels of
male and female hormones. Slight changes in mood are
normal. If changes in your body or your feelings bother
you, discuss them with your parents, guardian, or physician.
118 Lesson 12 • Moving Toward Maturity
Owego 97
Females
ales
Increase in height of 4-1i inches
Deepening of voice
Increase in perspiration
Growth of facial hair
Growth of llU'iderarm hair
Growth of pubic hair
Broadening of shoulders
• Increase in musele mass
• Enlaurgementof reproductive organs
• Onset of sperm development
.• .'Increase in height of i-B incIles
• Increase in perspiration
• .Growtfl of· underarm hair
•
G,:o~h of pubic hair
- Enlargement· of breasts
• Widening'of hips,
• Enlargement of'r~productiveorgans
-Onset of menstruation
- Formation of mat~ree,ggs
.¡..'
Keep él list of questions to ask your physician. You might
ask your physician about the changes in your body and
changes in your feelings. You might ask your physician for
ways to care for your body during puberty and adulthood.
Your physician can explain the effects of hormones on your
body. Your physician can reassure you about the changes
that occur as you grow and develop.
Owego 98
The Endocrine
·Systetn
,
r:'~
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.AJ}'~
....
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A
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Pituitary
Gland
Parathyroid
Glands
Thyroid
Gland
I
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Adrenal
Glands
-
... _- ~
__
-.:..::;..;p
... ..",
Pancreas
Ovaries
(female)
(,
Testes
(male)
~,- ,
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(;.:!/
()
A
131
Owego 99
I Ways toCare for
Your Endocrine System
¡,
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..Have regular
medical checkups.
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Owego 100
Name
_
Date
_
~.
Moving Toward Maturity
e
.
'
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Change As You Grow
A number of physical changes take place during puberty. Fifteen of these changes
are listed below. Some occur only in females. Write "F" on the lines in front of these.
Others occur only in males. Write "M" on the lines in front of these. Still others
occur in both males and females. Write "F &M" on the lines in front of these.
1. Enlargement of reproductive organs
3. Deepening of voice
4. Enlargement of breasts
5. Growth of pubic hair
7. merease in perspiration
8. Broadening of shoulders
9. Onset of menstruation
____
10. Formation of mature eggs
____
11. Onset of sperm development
12. Growth of facial hair
13. Widening -of hips
____
14. Increase in muscle mass
____
15. Growth of underarm hair
The hormones responsible for the changes that take place during puberty are secreted
by glands belonging to the endocrine system. N aille two things you can do to care for
your. endocrine System.
1.
I
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2.
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24
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Owego 101
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Name:
lSll~~p
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Date:
,:
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November
........................
8 r 2011
..
HEALTH> GENETICS, GROWTH, AND DEVELOPMENT) ADOLESCENCE
DESCRIE IT
Describe some of the changes that boys and girls experience during puberty. When do these
changes occur?
GIRLS
BOYS
Ages: ..........................................................................
12-13
Ages: 10-11
MUSCLES DEVELOP
BREASTS DEVELOP
• •••••••••
·.·····-·.·
••••••••••••••.•••••
GAIN WEIGHT AT HIPS
FACIAL HAIR GROWTH
.....................................................................................
,
MENSTRUATION BEGINS
PUBIC HAIR GROWTH
VOICE DEEPENS
.
,
EXPLAIN IT
i •••••••••••••••••••••••••••••••
PUBIC HAIR GROWTH
In your own words, explain the importance of role models to adolescents.
~.~.~.~ ;9.t!
~p.9.~~~~~~~~ ~.~ ~ ~~.~~.~~~.~ ~.~.~.~.~P.~.~.~.~.Y.~.~.~.r.
FIGURE OUT
................................
.
WHO YOU ARE AND WHO YOU WANT TO BECOME. ROLE
-
-
.
MODELS
HELP ADOLESCENTS MAKE THESE KINDS OF CHOICES •
...........
.
.........................................................................
.
-
-
,
THINK ABOUT IT
Who is your role model? What qualities does he or she have that you admire?
STUDENT ANSWERS WILL VARY •
.................................................................................................................................
,
,
,
,.,
.
..............................................................................................................................................................................
...............................................................................................................................................................................
..
.
,
1999-2011 BralnPOP. All rights reserved.
Visit us at http://www.bralnpop.com
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"y
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utside of military personnel, who should get
a shot to protect themselves against smallpox? It's a tricky question, because this particular
vaccine is one of medicine's most dangerous.
Most people just get a blister at the injection site
and maybe some swelling of the arm. About a
third will feel ill enough to miss work or school.
Out of 1 million people, between 15 and 60 will
develop serious complications, including
encephalitis (swellingof the brain). If the entire
population of the United States were to be vaccinated, 250 to 500 Americans would probably die.
Luckily, doctors can often tell in advance who
IS most at risk. Pregnant women and small children, for example, are particularly vulnerable. So
is anyone whose immune system is compromised. All told, 60 million Americans would
probably be well advised to take a pass.
smallpox for 25 years, thanks in large part to
Dr. D. A. Henderson. He ran the World Health
Organization's smallpox-eradication program and
has been the chief smallpox adviser to the federal government. Henderson believes a smallpox
outbreak in the United States would be "very
controllable." The strategy he used in the 1960s
and 1970s was to vaccinate only infected patients
and people in contact with those patients, moving outward geographically in concentric circles
until the virus stopped spreading. For those "vha
don't get a precaution my vaccination, the smallpox vaccine still protects against the disease if
given within two or three days after infection. ffl¥.
.--------_
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According to a survey, two out of three
Americans are willing to risk their health to protect themselves against a disease that doesn't
really exist. There hasn't been an outbreak of
_
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TIME
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to THINK~u
- • ~~.
ø'~ ..:'C_,
Ô:i~~:U fi1~~~ii'class:
1. ,', .'
§P[ÓS and cons of smallpox vaccinations?
.2;·.•
plan to prevent massive
,:'smalfpox'¡jûtbreaks in the 1960s and 1970s? Under
:.. ..'Jb'~fh.Îá'ß';;~?iijllall citizens receive a vaccination if
:.t~,;tíi~ti'.";;"i"'j;;,x:;iJ'~tbreakin the U.S.? Why or why not?
Wh~:.,¡t,.",~JQitHenderson's
;--~;-r).·
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Owego 341
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GOAL
SETIING.
~
ADVOCACY .
1. Goal Setting. Identify three things you can do to lower your risk of contracting
a communicable disease. Make a plan to incorporate these strategies into your
daily life. Prepare a "Staying Healthy" checklist that gives strategies you can
use to reduce the number of infections. (LESSON 1)
2. Advocacy. Check with state and local governments to find out what immunizations are required for admission to schools at various levels from preschool
through college. Use this information to create a public service pamphlet that
identifies and describes health-related services available in the community
that relate to disease prevention and health promotion. (LESSON 2)
vm
3. Accessing Information. Visit health.glencoe.com to link to a site on communicable diseases. Choose one of the diseases to research, and create a poster on
Áttml':<J
your chosen disease. Include information about what symptoms accompany
!!¡iOR'J}J~li
the disease, how it is transmitted, what lasting effects it can have on the body,
what the trends are, who is most at risk, whether a cure or an effective treatment
is available, and whether a vaccination is under development. (LESSON 3)
o ~<;''''=...""'''_.= ~.........-.....,,__
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_C_k.R£.ER'------. orner'·
.
I'
Epidemiologist
Did you ever wonder why and
how diseases move the way they
do? Why is the incidence of a
particular disease suddenly on
the increase? If these questions
interest you, consider a career as
an epidemiologist.
Epidemiology is a branch of medical science that
deals with the incidence, distribution, and control of
disease. Epidemiologists complete at least six years
of college, studying science, human behavior, and biostatistics. People who want to become epidemiologists
should be logical, patient, organized, and curious. Find
out more about epidemiology and other health careers
by clicking on Career Corner at health,glencoe.com,
~
health.glencoe.com
lfàBEYOND
'-W
the
Classroom
)
Parent Involvement
Advocacy. M.?ny.diseases and emerging infections
are spread by vectors. Contact a state or local health
department to determine which vector-borne diseases
occur most often in the state in which you live. Choose
one of these diseases, and interview a local public
health official about precautions that can be taken
to avoid infection. Be sure to ask what treatments are
available to an infected person. Prepare a fact sheet
with this information, including a picture of the vector.
I
I
I
I'
I
School and Community
Vaccine clinics. Gather information about clinics and
other public sites where free or low-cost flu vaccines are
offered. Prepare a flyer that explains the need for this
immunization. Include the dates, times, and locations
for these vaccination opportunities.
Chapter 24 Review
643
Î .. I
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1
11 11.
1
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Owego 342
Date
Class
Name
..................................................................................................................................................................................................................................................................................................................
Activity90
G.uided Reading Activity
FOR USE WITH CHAPTER 24, LESSON 3
Directions: Briefly answer the following questions in the space provided.
1. Write a brief summary of the symptoms and treatments for each of the
following respiratory infections.
common cold
influenza
------------------------------------~------------------
pneumonia
___
strepthroat
___
tuberculosis
------------------------------------------------------------
2. What is hepatitis? How is it related to communicable diseases?
3. What is the mode of transmission for the hepatitis A virus? The hepatitis B
virus? The hepatitis C virus?
172
GLENCOE HEALTH
• GUlDED READJNG ACTIVITIES
Copyright © Glencoe/McGraw-Hili
Owego 343
Name
....................................................................................................................
,
G4ided Reading,iActivity 90
""
,
Date
Class
,
.
(Continued)
4. Describe three factors that contribute to emerging infections.
Copyright
© Glencoe/McGraw-Hili
GLENCOE HEALTH
• GUIDED READING AC11VTI'œS
173
Owego 344
Name
.....................
,
".,
"
,
Class
Date
"
.
,
Concept Mapping
Activity 90
Common Communicable Diseases
Directions: Complete the concept map below on communicable diseases.
Use each of the following terms and phrases once: AIDS, common cold, cured,
encephalitis, influenza, liver, Lyme disease, meningitis, pneumonia, strep throat,
treated, tuberculosis.
Hepatitis A, B, & C
Hepatitis is inflammation of the
Respiratory Infections
• ------------------------• -------------------------
_________
that can be
caused by chemicals, including
drugs and alcohol, or by many
different pathogens.
• ------------------------• ------------------------• -------------------------
• A, B, and C cannot be
• A and B can be
with a vaccine.
_
Common
Communicable
Diseases
Other Diseases
that are common to adolescents
and young adults
Emerging Infections
Emerging infections are communicable diseases whose incidence
in humans has increased within
the past two decades or threatens to increase in the near future.
•
• mononucleosis
• measles
• ------------------------• -------------------------
and ------------are emerging infections.
• West Nile virus
90
GLENCOE HEALTH
• CONCEPT
MAPPING
ACTlVITIES
Copyright
Owego 345
Name
........................................................................................................
I~_A_._c_t_._iv_i_t_y_'.
_.90,.....
.•.. _. ·•·__ ..R'
,
,
Class
"
~~-",I1",~Il=æ~.
'æ,:":;!
..",il:"iiilll·
,1!!lc,·-~"·,æ, :"il"",lE!:·:··ê"~"!!··
Date
,
.
'æ!!" ~!!~R!!Zl""U~:~':'W!ij'C:':I!!lll;H1I·:~~'~~A::æ:1IE:~:~4C~:~::~
..~i!N[iZ·3
Directions: Use information from the lesson about common communicable
diseases to complete the exercises below.
1. Circle the diseases below that are respiratory infections.
hepatitis
meningitis
influenza
Lyme disease
pneumonia
tuberculosis
encephalitis
measles
cold
2. Circle the diseases that are not treated with antibiotics.
tuberculosis
viral pneumonia
bacterial pneumonia
mononucleosis
influenza
cold
strep throat
hepatitis C
measles
3. Circle the ways in which someone can cut down on the risk of catching
communicable diseases,
keep vaccinations current
wash hands often
eat only vegetables
abstain from sexual contact and illegal drug use
avoid contact with infected people
fumigate the house every three months
drink plenty of beverages with caffeine
avoid body piercing and tattooing
tí'
4. Circle the reasons that the number of emerging infections is increasing.
recycled air in high-rise apartment
dwellings
increased movement of infected people
and animals
agents of bioterrorism
population movement
resistance to antibiotics
poor eating habits
mass production and distribution
of food
inadequate personal hygiene by
health workers
strain on the earth's ecosystem
Copyright
GLENCOE HEALTH
• RETEACHING
ACTNlTIES
107
Owego 346
\
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Use the notes you have taken in your Foldable to review what you have learned. On the ;
back of your Foldable, describe an experience you have had with a communicable
disease and suggest ways that you might prevent future occurrences.
, ,\
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,~
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1
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/' EXPLORING HEALTH TERMS
Answer the
foJlowing questions on a sheet of paper.
\
Match each definition with
the correct term.
,I:
\,
communicable disease
toxin
viruses
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1:\
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emerging infection
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1\
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the body?
2. How do pathogens spread when a person sneezes?
vaccíne
3. Analyze how handwashing can help prevent
communicable diseases from spreading.
4. How do mucous membranes help fight pathogens?
5. How are antibodies and antigens related?
6. Describe how vaccines work, and evaluate their
impact on disease prevention ..
7. Explain how technology, such as the development
of vaccines, has impacted the health status of
individuals, families, communities, and the world
in the prevention of communicable disease.
10. Identify three emerging infections.
I
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644
Chapter 24 Review
J
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Î
1. What is one way that some bacteria are helpful
to the human body? How do some bacteria harm
9. What healthful behaviors will reduce your risk
of contracting hepatitis A, B, and C?
I
,
¡
8. With what do the air sacs in the lungs fill in a
person infected with pneumonia?
¡
Ii
\
Use complete
sentences to answer the foJlowing questions.
antigen
immunity
lymphocyte
5. A white blood cell that attacks an invading
pathogen is a(n) ---6. The state of being protected against a particular
disease is
_
I.:
,¡
/' RECALLING THE FACTS
4. The swelling and pain that accompany an injury such
as a splinter are part of the body's ----
I
\
jaundice
¡
¡
fiJI in the blanks with the correct
term.
antibody
immune system
inflammatory response
phagocyte
~
,
8. A person with pneumonia will have skin and eyes
that are slightly yellow.
9. An emerging infection is an infectious disease
that has become more common within the past
two decades or that threatens to increase in the
near future.
\-11
ji'
i
7. Jaundice can be a complication of the flu.
pathogen
vector -',
bacteria
2. A substance that kills cells or interferes with
their function.
3. An organism that carries and transmits pathogens
to humans and other animals.
'li'I
j
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pneumonia
1. A microscopic organism that causes disease .
~j
~
Identify each sentence as True
or False. If false, replace the
underlined term with the correct term.
For more review questions for Chapter 24, go to health.glencoe.com.
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Owego 347
;/ WRITING CRITICALLY
1. Expository. Write a health bulletin to post in the
office of your school nurse that informs others of
strategies for preventing common communicable
diseases. In your bulletin, make sure that you first
define communicable diseases and list some
common communicable diseases.
2. Personal. Write a journal entry describing how you
felt the last time you were sick. Describe the
favorite activities that you missed because of the
illness, how long it took to catch up on schoolwork,
and how long it took to feel better. In your journal,
discuss any prevention strategies you might have
taken to avoid the illness.
l,
, i
Read the paragraph below and
then answer the questions.
If you have ever had a bacterial infection, you
have seen how quickly bacteria can multiply in your
body. Bacteria reproduce by dividing in two in a
process known as binary fission. If conditions are
ideal, binary fission takes about 15 minutes.
However,this time can vary from aboutíü minutes
to about 24 hours.
Starting with a single bacterium, how can you find
out how many bacteria exist after a certain length of
time? After one reproductive cycle, you have two
bacteria, or 21. After two cycles, you have four, or 22.
You can summarize this pattern by the formula B =
2n , where B is the number of bacteria, and n is the
number of reproductive cycles.
.!
1. One bacterium has a reproductive cycle of 30
minutes. How many bacteria will there be at the end
of four hours?
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2. How many bacteria exist after seven reproductive
cycles?
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CD It depends on the length of the reproductive
cycle.
3. What would be the shape of the graph where time
is plotted on the x-axls and the number of bacteria is
plotted on the y-axis? Where is the slope of the line
the steepest?
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645
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Owego 348
Lesson Plan 91.â-E·
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Single Periods: 2 Block Schedule: 1 (. denotes activities recommended for block schedule)
The Risks of STis
(SE pages 648-651)
lESSON OBJECTIVES
• Explain the relationship between alcohol and other drugs used by
adolescents and the role these substances play in unsafe situations
such as STDs.
• Analyze the importance and benefits of abstinence as it relates to the
prevention of STDs.
• Analyze the effectiveness and ineffectiveness of barrier protection,
including the prevention of STDs, keeping in mind the effectiveness of
remaining abstinent until marriage.
• Discuss abstinence from sexual activity as the only method that is 100
percent effective in preventing STDs.
• Develop and analyze strategies related to the prevention of communicable diseases such as STDs. -
FOCUS
__
Quick Start, p. 648, TWE
___
Tying to Prior Knowledge, p. 648,
TWE
___
Introducing Vocabulary, p. 648,
TWE
___
Ch. 25 Vocabulary Activity¡ WKBK
TEACH
___
Discussing, P: 649, TWE
__
Activity, P: 649, TWE
•
Community Involvement Activity,
p. 649, TWE
__
Health Literacy, p. 650, TWE
___
Decision-Making Activity 25, TCR
__
Chapter 25 Study Guide, WKBK
__
Concept Mapping Activity 91, TCR
•
Guided Reading Activities 91, TCR
__
Applying Health Skills 91, WKBK
__
Reading Tutor, pp. 422-425
___
Inclusion Strategies, pp. 92-95
ASSESS
___
Evaluating
TWE
the Lesson,
___
___
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;Educati.oi;1Sti.ln(j~l'd~
1.l,3.3, 6.1, 7.4
Lesson 1 Review, p. 651
Lesson Quiz 91, TCR
Chapter 25 Review, pp. 670-671
RETEACHING
c--__
Reteaching, P: 651, TWE
___
Reteaching Activity 91, TCR
ENRICHMENT
___
Enrichment, p. 651, TWE
___
Parent Letter and Activities 25,
TCR
•
Health Lab 25, TCR
CLOSE
___
Activity¡
P: 651, TWE
MULTIMEDIA OPTIONS
___
Vocabulary PuzzleMaker
Software, Ch. 25
•
Transparency 72
___
Internet Activities
___
Audio Chapter Summaries
• English & Spanish, Ch. 25
P: 651,
GLENCOE HEAtTH
• LESSON PLANS WlTH BLOCK SCHEDUliNG
91
Owego 349
The Risks of S Is
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In this lesson, you will learn
how to:
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sexually transmitted
(STOs) (p, 648)
diseases
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sexually transmitted
infections (STis) (p. 648)
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epidemics
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abstinence fp, 651>
(p,
648>
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Examine the role alcohol and
other. drugs play in relation to
HIV/AIDS and STOs.
Discuss the benefits of
abstinence as it relates to the
prevention of STOs.
Develop strategies to help
prevent communicable
diseases such as STOs.
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STOs are the most
common communicable
diseases in the United
States. Why do you think
this has been called the
hidden epidemic?
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Before reading,
essay describing
you can prevent
transmission of
write a brief
ways that
the
HIV/AIDS .
Quick ~A/rJté
Your health is affected by the
decisions you make. Write a
short paragraph about the
strategies you use to avoid risk
behaviors.
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write each new highlighted
term and its definition in
your notebook.
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orne communicable diseases, such as the cold or flu, can be transmitted through actions as simple as shaking hands. Other
communicable diseases are not so easily spread. Sexually transmitted diseases (STDs) , also referred to as sexually transmitted infections (STIs), are infectious' diseases spread from person to
person through sexual contact. For an infection to occur, a person must
have sexual contact with someone who is infected with an STD. It's
also possible that one person will show symptoms of the disease,
while the other will not. A person can have an infection, and pass
the infection to others, without necessarily having the disease.
STDs: The Hidden Epidemic
hroughout
T
history people have been faced with epidemics,
occurrences of diseases in which many people in the same place at
the same time are affected. Today in the United States, we are now
facing another epidemic-an
epidemic of STDs. An estimated 65
million people in the United States are living with an incurable
STD. Many of these cases go undiagnosed and untreated. Why?
Chapter 25 SexuallyTransmitted Infections and HIV/AIDS
Takethe Health Inventory for Chapter 25 at health.glencoe.com,
~
Owego 350
'I
~ Many people with STDs are asymptomatic-without
symptoms.
They do not seek treatment because they don't know they are
infected. Individuals who don't know that they are infected
can continue to transmit STDs. Some people who suspect they
have an STD may be too embarrassed to seek treatment.
~ Even when STDs are diagnosed, they may not be reported
to health departments so that contacts can be notified and
treated. These contacts can continue to unknowingly transmit
,
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Reading Check
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hidden epidemic?
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the disease to others.
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High~Risk Behavior and STDs
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In the United States teens make up one quarter of the estimated
lS million new cases of STDs each year. That's more than 10,000
young people infected every day. Why are teens at particularly
high risk for infection from STDs? Teens who are sexually active
are.likely to participate in one or more of the following high-risk
behaviors:
~ Being sexually active with more than one person. This
includes having a series of sexual relationships with one person
at a time. However, being sexually active with even one partner
puts a person at risk. Most teens are unaware of a partner's past
behavior and whether he or she already has an STD.
~ Engaging in unprotected sex. Even protected sex,
or barrier protection, is not 100 percent effective in
preventing the transmission of STDs, and it is
not effective at all against HPV-the human
papíllomavírus. Abstinence from sexual
activity is the only method that is 100
percent effective in preventing STDs.
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Avoid high-risk behaviors
by forming friendships with
people who share your
commitment to abstinence.
Develop and analyze other
strategies related to the
prevention of communicable
diseases such as STDs.
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~~Selecting high-risk partners.
Such partners include those with a
history of being sexually active with
more than one person and those
who have injected illegal drugs.
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Using alcohÓt and other drugs.
Alcohol use can lower inhibitions. In
a recent survey, more than 2S percent
of teens who engaged in sexual activity
had been under the influence of alcohol
or drug use.
To reduce the risk of STDs, teens must understand the causes, consequences, and prevention of
major health risk behaviors, including the transmission
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HIV/AIDS.
Lesson 1 The Risks of STis
649
il, I
Owego 351
"~
The Consequences of STDs
M
ost people, including teens, are not fully aware of the consequences of STDs. These are serious infections that can
dramatically change the course of a person's life.
Reading Check
Infer What is thé
relationship between sexual
intercourse and sexually
transmitted infection?
~ Some STDs are Incueable. The pathogens that cause these
STDs cannot be eliminated from the body by medical treatment,
such as antibiotics. The viruses that cause genital herpes and
AIDS (the human immunodeficiency
virus, or HIV), for
example, remain in the body for life.
.
~ Some STDs cause cancer. The hepatitis B virus can cause
cancer of the liver. The human papillomavirus (HPV) can cause
cancer of the cervix. These STDs also cannot be cured and may
last a lifetime.
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The Benefits of Abstinence
Practicing abstinence from sexual activity
can benefit you in many ways. By encouraging
your friends to abstain, you can be a positive
influence on their health and well-being.
• paper and pencil
e number cube (one for each group)
e paper cup (one for each group)
• construction paper
• markers
1. Roll the cube from the cup onto your
desk five times and record each
number. Complete the following steps
at your teacher's instruction.
2. Stand if you rolled one 5. Imagine that
you have just found out that you have
an STD.Tell how this will affect your
life now and in the future.
.-'·~i,·_
,·,1;11'.~50
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Chapter25 Sexually Transmitted Infections and HIV/AIDS
3. Stand if you rolled a 5 more than
once. Tell what you think and how you
feel about having more than-one STD.
4. As a class, brainstorm reasons for
practicing abstinence.
5. Work in small groups to cut out a
sheet of construction paper as your
teacher instructs.
6. Write a dlfferënt reason to practice
abstinence on each of the six sides of
the paper. Target the message to teens
and be persuasive.
7. Fold and tape the paper to form a cube,
then hang the cube from the ceiling.
Imagine how you want your life to be in
five years. Write it down. Be specific. Add
how practicing abstinence now can help
you achieve the life you want.
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Owego 352
W¥¥4¥ PBff±&
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~ Some STDs can cause complications that affect the
ability to l'eproduce, Females can develop pelvic inflammatory disease (PID), which damages reproductive organs and
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,
can cause sterility.
Il>- Some STDs can be passed from an infected female to
her child before, dnríng, or after birth, STDs can damage
the bones, nervous system, and brain of a fetus. Premature
births can result, and infants infected with STDs at delivery may
become blind or develop pneumonia and some may die.
The Importance and Benefits of Abstinence
A clear cause-and-effect relationship exists between sexual intercourse in any form and sexually transmitted infection. If you have
sexual contact with an infected person, you put yourself at risk of
being infected with an STD. Sexual activity is the cause-an STD is
the effect. An informed individual understands the role of individual responsibility regarding personal risk behaviors.
Prevent exposure to STDs by practicing abstinence, the deliberate
,
o.-.nf¡,ne'-'~
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~p-'~_,' ,;fl
TOPIC Hepatitis B
Go to health.glencoe.com
for Health Updates on
hepatitis B.
ACTIVITY Using the information found in these articles,
find the facts about the rise, in
hepatitis B infection. Share
your findings with the class.
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decision to avoid hannful behaviors, including sexual activity before marriage and the use of tobacco, alcohol, and other drugs. Use refusal skills
to avoid situations in which you may be at risle Choose friends
who are abstinent and who support your decision to abstain.
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Reviewing Facts and Vocabulary
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1. Identify three reasons why teens are at high risk
for getting an STD.
l
1
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2. Explain the relationship between alcohol and other
drugs and substances used by adolescents and
the role these substances play in unsafe situations
1
I
such as HIVjSTDs.
3. How are refusal skills related to STD prevention?
Advocacy. Write an article for your school
newspaper to inform students about the
"STD epidemic. Include the negative consequences that can affect a person's life, as
well as strategies related to the prevention
of STDs that you have developed and
,I
analyzed.
l'
Thinking Critically
I
4. Analyzing. Analyze, discuss, and communicate
the importance and benefits of abstinence as
it relates to the prevention of STDs.
5. Evaluating. Explain and discuss why abstinence
from sexual activity is the only method that is 100
percent effective in preventing STOs.
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Applying Health Skills
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Cause and Effect. Make a two-column
chart. On the left side, list the high-risk
behaviors that can lead to infection from
STDs. On the right side, list some of the
consequences of STOs.
..
Visit health.gtencoe.com for the Interactive Study Guide for Lesson 1.
~..
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lesson 1 The Risks of STis
__
651
I i,
Owego 353
Class
Name
Date
Guided Reading Activity
Activity 9~
1. What are sexually transmitted
diseases?
2. What are epidemics?
3. List three reasons why the spread of STDs has been called a hidden
epidemic.
4. Define the term asymptomatic.
S. Approximately
what fraction of the new cases of STDs in the United States
each year are teens? Approximately how many young people are infected
every day?
6. List four high-risk
behaviors for infection from STDs.
7. What is abstinence?
8. What is the only method that is 100 percent effective in preventing
and the sexual transmission
174
GLENCOE HEALTH·
STDs
of HIV?
GUIDED READlNG ACTIVlTIES
Copyright
Owego 354
Date
Class
Name
..................................................................................................................................................................................................................................................................................................................
Guided Reading, Activity91
(Continued)
9. List four ways sexually transmitted
diseases can change a person's life.
Give one example of each.
Example
Reason
a.
___
b.
_
c.
___
d.
_
10. Define the term infertility.
11. List six guidelines
that may help a person avoid situations and behaviors
that pressure him or her to engage in sexual activity.""
Copyright
GLENCOE HEALTH
• GUIDED READING ACTIVITIES
175
Owego 355
Name
.................................................................................................................................
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Sexually Transmitted Diseases
Directions: Complete the concept map below on causes and consequences
of sexually transmitted diseases. Use each of the following terms once: cancer,
high-risk behaviors, infertility, premature births.
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can lead to
t
~
which can cause
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Copyright
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GLENCOE HEALTH
• CONCEPT MAPPING ACTIVTI1ES
91
Owego 356
Lesson Plan92~_E'!i!!59'f.!al!!9".-·'Elæ!!E"-
"i!- __
'_!SE,.E~~
•.seso.~I!_~.la.nœ]
Common STis
(SE pages 652-657)
lESSON OBJECTIVES
•
•
•
•
Identify symptoms and treatments for some common STDs.
Identify community health services for getting help with the prevention and treatment of STDs.
Analyze the influence of public health policies and practices on the prevention and treatment of STDs.
Analyze the harmful effects of STDs on the developing fetus.
FOCUS
__
___
TWE
___
Introducing Vocabulary, P: 652,
TWE
___
Ch. 25 Vocabulary Activity, WKBK
TEACH
___
Explaining, P: 653, TWE
___
Visual Learning, p. 653, TWE
•
Cooperative Learning Activity,
pp. 653, 656, TWE
__
More About, p. 653, TWE
___
Critical Thinking, p. 654, TWE
__
Activity, pp. 654, 655, TWE
•
pp. 654, 655, TWE
___
Reinforcing Concepts, p. 655, TWE
__
___
Concept Mapping Activity 92,
TCR
___
Cross-Curriculum Activity 25,
TCR
•
__
___
___
92
GLENCOE HEALTH
• LESSON PLANS WITH BLOCK SCHEDULING
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1.6,1.7,3.1,6.3,7.1
ASSESS
___
Evaluating the Lesson, p. 657,
TWE
___
___
Lesson Quiz 92, TCR
___
RETEACHING
__
Reteaching, p. 657, TWE
___
ENRICHMENT
___
School to Work, p. 654, TWE
___
___
Enrichment Activity 25, TCR
•
Home and Community, P: 655,
TWE
CLOSE
___
Activity, p. 657, TWE
MULTIMEDIA OPTIONS
___
Software, Ch. 25
•
Transparency 73
___
Copyright
Owego 357
Common STis
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human papillomavirus (HPv)
(p.652)
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chlamydia (p. 654)
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genital herpes
(p,
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gonorrhea
655)
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trichomoniasis
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syphilis (p. 655)
(p,
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Predict
~'
~~ Describe the symptoms and
treatments for some common
"
STOs.
~
List community health
services that help with the
prevention and treatment of
STOs.
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Examine public health policies
and practices regarding STOs.
lJl;.'
Discuss the harmful effects of
STOs on the fetus.
654)
(p. 655)
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how to:
Scan the headings, subheadings, and photo captions.
Write a short paragraph
summarizing what information you believe is in this
lesson.
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Write a short paragraph listing
the STDs you have heard of
and what to do to avoid the risk
of contracting STDs.
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Learning about STOs
can help you avoid the
behaviors that lead to
11
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infection. In addition
to having accurate
information, what else
should you know or
do to avoid infection
lih
;1
from STOs?
"y.
au. hav~ a~ready lea~ned why STDs. are referred ~o as a hidden
. epidemic III the Umted States, WhICh has the highest rates of
STDs in the industrialized world. The Centers for Disease Control
and Prevention (CDC) reports that STDs account for more than 85
percent of the most common communicable diseases in the United
States. The estimated incidence and prevalence of STDs is shown in
Figure 25.1. The most important fact to remember is this: The primary means of transmíssíon of STDs is sexual activity. Teens who
practice abstinence from sexual activity greatly reduce their risk of
contracting
STDs.
Human Papillomavirus
or HPV, is a virus that can cause
genital warts or asymptomatic infection. BPV is considered the
most common STD in the United States. The CDC estimates that 50
to 75 percent of sexually active males and females acquire BPV
infection at some time during their lives. About 30 different types
:~' of BPV can infect the genital area.
T
/'652
he human
papillomavirus,
ø
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Owego 358
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Most types of HPV infections are asymptomatic. A Pap test
and other medical examinations may detect changes associated
with HPV. There is no treatment. However, most asymptomatic
BPV infections appear to be temporary and are probably cleared
by the immune system. Almost all cases of cervical cancer are
caused by certain types of HPV. HPV also can cause cancers of the
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Reading Check
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Identify How many new
cases of genital herpes occur
each year (Figure 25.1)?
penis and anus.
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Genital Warts
Genital warts are pink or reddish warts with cauliflowerlike tops
that appear on the genitals, the vagina, or the cervix one to three
months after infection from HPV. Genital warts are highly contagious and are spread by any form of sexual contact with an
infected person. It may take up to three months for warts to
appear, .but they often disappear, even without treatment.
Diagnosis is determined by a health care worker by examination of
the warts. If a pèrson suspects he or she has been infected, examination and treatment are essential, because once infected, a person
has the virus for the rest of his or her life. Treatments can rid the
body of the warts but not the virus. Complications of HPV and
genital warts can result in cervical cancer and cancer of the penis.
Infants born to females infected with HPV may develop warts in
their throats, obstructing the breathing passages, which can be
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i
life-threatening .
To reduce their risk, teens should understand that a mutually
faithful, monogamous heterosexual relationship in the context of
marriage is the best lifelong means of avoiding STDs.
I
STO
Incidence
(Estimated number of
new cases every year) .
Prevalence
(Estimated number of
people currently infected)
Human Papillomavirus (HPV)
6.2 million
20 million
Chlamydia
3 million
2 million
Genital Herpes
1 million
45 million
Gonorrhea
700,000
Not Available
Trichomoniasis
7.4 million
Not Available
Syphilis
70,000
Not Available
Hepatitis B
120,000
417,000
-I
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Source: CDC, Tracking the Hidden Epidemics. Trends in STOs in the United States, 2000. STO Treatment Guidelines, 2002
'11'11111
11
1
Lesson 2 Common STis
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Owego 359
Chlamydia
is a bacterial infection that affects the reproductive
organs of both males and females. Forty percent of cases are
reported in teens 15 to 19 years old. Chlamydia is asymptomatic ,
meaning there are no visible symptoms, in 75 percent of infected
females and SO percent of infected males. When symptoms are present, males may experience a discharge from the penis and burning
upon urination. Females may have vaginal discharge, burning
upon urination, or abdominal pain. Chlamydia is diagnosed by
laboratory examination of secretions from the cervix in females
and from the urethra in males. It can be treated with antibiotics ,
but no immunity develops, so a person can become infected again.
Because chlamydia is usually asymptomatic, it often goes undetected until serious complications
occur. In females who are
untreated, the infection can cause pelvic inflammatory
disease
(PID) and lead to chronic (long-term) pelvic pain or infertility.
Untreated
chlamydia
also can lead to ínfertilíty
in males.
Chlamydia can cause premature birth, and infants born to infected
females may develop eye disease or pneumonia.
hlamydia
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Genital Herpes
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Mothers have a responsibility to protect their
infants from exposure to
STOs during pregnancy
as well as during breastfeeding. W/lich STDs can
be transmitted from a
mother to her child during
pregnancy and birth?
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... Type 2 usually causes genital sores.
However, both types can infect the mouth and the genitals.
Nationwide, about 20 percent of the total adolescent population is
infected with the virus. Genital herpes is twice as common in
adults from 20 to 29 years old today as it was 20 years ago.
Most individuals who have genital herpes are asymptomatic and
are not aware that they are infected. Those who do show symptoms
typically have blisterlike sores in the genital area that occur
periodically. It is not true that the virus can be spread
only when blisters are present; the virus can spread in
the absence of symptoms. Diagnosis is made through
laboratory tests on the fluid from the blisters.
Medication can relieve the symptoms but cannot
cure herpes infection-once
contracted, the virus
remains in the body for life.
The herpes virus is potentially fatal for infants
who contract the virus from their mothers at the
time of delivery. The virus may also play a major
role in the spread of HIV by making people who
are infected with herpes more capable of transmitting or acquiring HIV.
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enrtal herpes is an STD caused by the herpes simplex virus
(HSV). There are two types of HSV:
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Owego 360
.
Gonorrhea
onorrhea is a bacterial STD that usually affects mucous memThe highest rates of gonorrhea infection are found in
females from 15 to 19 years old and in males from 20 to 24 years old.
Symptoms in males include a discharge from the penis and painful
urination. Diagnosis in males is made by staining and examining the
discharge under a microscope. Approximately SO percent of females
with gonorrhea have no symptoms. Those who do may experience
a vaginal discharge and pain or burning upon urination. Diagnosis
in females is made by swabbing the cervix and growing the organisms in a laboratory. Gonorrhea can be treated with antibiotics.
However, increased resistance to antibiotics can complicate treatment. A person can be reinfected if exposed again to the bacteria.
If untreated, gonorrhea can lead to infertility in both males and
females. The bacteria can also spread to the bloodstream and cause
permanent damage to the joints. Females can pass the infection
to their babies during childbirth. Infants born to mothers with
gonorrhea can contract eye infections that cause blindness.
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are viruses and which are
bacterial?
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Trichomoniasis
is an STD caused by a microscopic protozoan that
results in infections of the vagina, urethra, and bladder. About 7.4
million new cases of this disease are estimated to occur every year in
e United States. Females may have no symptoms¡ however, the
.usease may result in vaginitis, an inflammation of the vagina characterized by discharge, odor, irritation, and itching. In females trichomoniasis is diagnosed by microscopic examination of the discharge.
The organisms can sometimes be seen in a Pap test. Males usually
show no symptoms. When symptoms do occur in males, they
include mild urethral itching or discharge and burning after urination. Since the disease is difficult to diagnose-in males, they are usually treated without laboratory testing if their partners are infected. "
T
richomoniasis
(j) STDs are
caused by
bacteria, viruses, and
other pathogens. This
single-celled protozoan
causes trichomoniasis.
Why is it important for
people to get tested if
they think they may have
an STD?
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Syphilis
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yphilis is an STD that attacks many parts of the body and is caused
by a small bacterium called a spirochete. The first sign of infection
is a painless reddish sore called a chancre (SHAN-kuhr) at the site
of infection. The sore will heal on its own, but if the infection is not
treated, it. spreads through the blood to other parts of the body.
Eventually, the disease can damage internal organs, including the
heart, liver, nervous system, and kidneys. If left untreated, the person is at risk of paralysis, convulsions, blíndrïess, and heart disease.
Syphilis can be transmitted from a pregnant female to her fetus. An
infant infected with syphilis may have a damaged nervous system
=nd can die from the effects.
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Owego 361
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Disease
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(cause)
Symptoms
Treatment
What Could Happen
Chancroid (bacteria)
Sores or bumps on
the genitals
Antibiotics
Infection of lymph glands
in groin area, sores
Antibiotics
In most cases no
complications; can lead to
PID and premature birth;
risk of HIVand STOs
Antiviral drugs in
some cases, but
no cure
Chronic infection, cirrhosis
of the liver, cancer of the
liver
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90% of victims are
Hepatitis B
(virus)
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Abnormal vaginal
discharge, odor,
pain, itching, or
burning during
urination
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Bacterial
vaginasis
(bacteria)
:1
asymptomatic; nausea,
vomiting, [aundlce, loss
of appetite
Hepatitis C (bloodborne infection)
Often asymptomatic
Antiviral drugs,
but no cure
Liver damage, liver disease
Pubic lice
(small insects)
Itching, presence of lice
and eggs In pubic hair
Medicated soaps;
washing all
bedding, towels,
and clothes
No lasting effects
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Seeking Treatment
Cî)
revention of STDs is every individual's responsibility. Treatment
is also an important
personal responsibility. Fíg'ure 25.2
above lists other common STDs, along with their symptoms and
the treatment that is usually prescribed for each. As you have read,
STDs can cause severe, long-term health problems. By law, information about these diseases is kept confidential. Only a health care professional can prescribe the correct treatment, including antibiotics,
P
Early detection of STOs
is important to avoid
serious illness and further
spread of the disease.
Wily is it important for
people Ilot to treat all
STD
Oll
their
OWIl?
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for same STDs.
Individuals also have a social obligation to prevent the spread of
infection. Public health clinics sometimes help with contacting
current and past partners to make sure they get any needed treatment. Ultimately, however, it is the responsibility of any person
infected with au STD to notify everyone with whom he or she has
had sexual contact. Informing someone else about the possibility of
having an STD could save the person's life and shows that you
understand how public health policies and government regulations
influence health conditions.
~\;,'656 Chapter 25 Sexually Transmitted Infections and HIV/AIDS
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Owego 362
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Refusal Skills: Lines o'f DErfense
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has already explained to Kyle that she wants to remain
abstinent, and until now he has respected her decision.
Kyle says, "Hey, Jules, let's skip the movie tonight
I
and check out the party at my buddy's house. His
folks are gone,' and I hear there's going to be a band!"
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Juliana responds, JIlt sounds like fun, but I don't
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Juliana has been dating Kyle for several months. She
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know your buddy and it's pretty far away."
"No problem, I'll protect you!" Kyle laughs. "In fact,
we'll finally have a chance to spend some time alone."
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Juliana is worried about what might happen.
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1. Which STDs might not present noticeable
symptoms?
2. An'alyze and explain the harmful effects of two
common STDs on fetuses and infants. .
Applying Health Skins
Refusal Skills. Construct a table similar to
the one on page 656. Use this table to list
.reasons to say no to pressure to engage in
sexual activity.
3. Where ean a person go for treatment af an STD?
Thinking Critically
4. Compare and Contrast. Describe symptoms of
gonorrhea and genital herpes for males and
i
females.
5. Analyzing. Public policies enable health officials
to locate and contact sexual partners of people
who have been diagnosed with an STD. How do
these policies help with the prevention and
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Cause and Effect. Make a two-column
chart. On the left side, list the common
STDs (cause) and their symptoms. On the
right side, list the corresponding
treatments and lasting effects.
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treatment of STDs?
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657
Owego 363
Name
................................................................................................................................................
"
,
Class
Date
,
.
1. Define the following terms.
a. human papillomavirus
b. chlamydia
c. gonorrhea
d. genital herpes
e. trichomoniasis
£. syphilis
2. a. STDs account for what percentage of the most common communicable
diseases in the United States?
b. What is the most important faet to remember about STDs?
3. a. Explain the difference between incidence and prevalence of a disease.
b. Which STD has the greatest incidence in the United States?
c. Which STD has the greatest known prevalence in the United States?
4. a. Can treatment rid the body of HPV?
b. What types of cancer can be caused by HPV?
176
GLENCOE HEALTH • GUIDED READING ACTIVITIES
Copyright
Owego 364
Name
...................................................
,
Class
Date,
.
5. a. What percent of females infected with chlamydia are asymptomatic?
What percentage of infected males are asymptomatic?
b. Name one serious complication that can result from undetected
chlamydia?
6. a. How can gonorrhea be treated?
b. List one possible consequence of untreated gonorrhea.
7. a. Distinguish the two types of genital herpes by the type of sores they usually cause.
b. Describe the relationship between the presence of symptoms of genital
herpes and the spread of the disease.
c. Describe ane consequence af herpes simplex virus (HSV) infection for
children of infected mothers and its role in HIV.
8. Describe the symptoms apparent in the four stages of syphilis.
9. Explain why it is the responsibility of any person infected with an SYDto
notify everyone with whom he or she has had sexual contact.
GLENCOE HEALTH
• GUIDED READING AC11VffiES
177
Owego 365
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The Causes of STOs
Directions: Complete the concept map below on STDs and their causes.
Use each of the following terms once: gonorrhea, protozoa, pubic lice, viruses.
can be caused by
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for example
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genital herpes
trichomoniasis
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GLENCOE HEAL:TH
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MAPPING ACTlVmES
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Name
.......................
,
,
,
,
Class
Date
.
FOR USE WITH CHAPTER 25, lESSON 1
Directions: Each of the following sentences expresses a truth about sexually
transmitted diseases or their prevention. Write a short paragraph in support of
each statement, incorporating facts from the lesson.
1. The spread of STDs in the United States is a hidden epidemic.
2. The teen population is particularly vulnerable to infection from STDs.
3.
108
The consequences of STDs can negatively impact the rest of a person's life.
GLENCOE HEALTH • RETEACHING
ACTNlTIES
Copyright
Owego 367
Name
...............................................................................................
,
,
..
,
Class
Date
.
4. It is possible to practice abstinence, even if peer pressure urges sexual activity.
5. Abstinence enhances a teen's physical, mental, and social health.
GI.ENCOE HEALTH
• RETEACHING ACTIVlTIES
109
Owego 368
Name
...................................................................................................................................
"
,
Class
,.,
,
,
Date
.
Directions: Untreated STDs can lead to serious consequences. Knowing the
fads about STDs can decrease one's chances of infection. Fill in the chart
below with facts from the lesson.
Disease
Description
Treatment
warts on genitals
or no symptoms
Human
papillomavirus
Chlamydia
Symptoms
antibiotics
bacterial infection
that affects
reproductive
organs
sterility,
infertility,
permanent
joint damage,
eye infections
and blindness
in infants
for males, discharge
from penis and
painful urination
Gonorrhea
no symptoms for
females or vaginal
discharge, pain, and
burning urination
Genital herpes
Consequences
and Long-Term
Effects
STO caused by
the herpes
simplex virus
no symptoms or
periodic blisterlike
sores in genital area
antibiotics
Syphilis
spreads through the
body
damage to internal
organs, paralysis,
convulsions, blindness, and heart
disease
110
GLENCOE HEALTH • RETEACHING ACTIVITIES
Owego 369
ç.!.~~.~
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.Q.~J.~
.
Directions: Untreated STDs can lead to serious consequences. Knowing the
facts about STDs can decrease one's chances of infection. Fill in the chart
below with facts from the lesson.
Disease
Description
Symptoms
Human
papillomavirus
Chlamydia
Treatment
warts on genitals
or no symptoms
bacterial infection
that affects
reproductive
organs
Gonorrhea
antibiotics
for males, discharge
from penis and
painful urination
sterility,
infertility,
permanent
joint damage,
eye infections
and blindness
in infants
no symptoms for
females or vaginal
discharge, pain, and
burning urination
Genital herpes
Consequences
and Long-Term
Effects
STD caused by
the herpes
simplex virus
no symptoms or
periodic blisterlike
sores in genital area
Syphilis
antibiotics
spreads through the
body
damage to internal
organs, paralysis,
convulsions, blindness, and heart
disease
110
GLENCOE HEALTH • RETEACHING
ACTIVITIES
Copyright
Owego 370
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STDjSTI in Teenagers
• Most young people begin having sex in their mid-to-late
teens, about 8 years before they marry; more than half of
17-year-olds have had intercourse.
• In a single act of unprotected sex with an infected
partner, a teenage woman has a 1%risk of acquiring
HIV, a 30% risk of getting genital herpes and a 50%
chance of contracting gonorrhea .
•' Teens have higher rates of gonorrhea than do sexually
active men ana women aged 20-44.
• In some studies, up to 15%of sexually active teenage
women have been found to be infected with the human
papillomavirus, many with a strain of the virus linked to
cervical cancer.
Owego 372
So what does this all mean?
Every year 4 million teens - about
t
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sexually experienced teens acquire an STD.
Owego 373
Signs and Symptoms
See a Medical Professional if These
Symptoms are Present
IN VI/OMEN:
» Unusual discharge or odor from the vagina
» Burning or itching around the vagina
» Bleeding from vagina not associated with period
» Pelvic pain during sexual intercourse
» Persistent unexplained pain in pelvic area
IN MEN:
» Pus or other discharge from the penis
Owego 374
Key Points to Remember
I)
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I)
Many STD'S have no signs or symptoms
At times, symptoms may go away even thouqh
the STO is still present
You may believe your medical provider is
checking you for STD's during a regular
physical, when, in fact they are not. During most
visits you will need to specifically ask for these
tests and discuss your risk with your provider.
Owego 375
Complications / Consequences
If
•
•
•
•
•
left untreated, some STD's can:
Be serious and painful
Cause permanent damage to reproductive organs
Lead to infertility in both men and women
Spread to other sex partners or needle sharing partners
Infect newborns possibly leading to serious
complications lor even death of the infant
• Cause heart disease, blindness, arthritis, brain damage,
or death
• Many STD's increase susceptibility to HIV/AIDS
Owego 376
Prevention
Recommendations to Reduce the
Spread of STD's
ABSTAIN!
• Total abstinence / avoidance of vaginal,
oral or anal sex is the best way of
preventing most STD's
Owego 377
Prevention
Spread of STD's
• Latex condoms, when used consistently
and correctly, are highly effective in
preventing transmission of HIV, the virus
that causes AIDS. In addition, correct and
consistent use of latex condoms can
reduce the risk of other STD's
• ABSTINENCE IS STILL BEST!
Owego 378
Prevention
Spread of STD's
• NEVER have sex with someone you
suspect may have a STD
• Limit your number of sexual partners
• See a medical professional immediately if
you suspect you have been exposed to a
STO
• HAVE WE MENTIONED ABSTINENCE?
Owego 379
TREATMENT
If You Suspect you have been exposed to a
STO:
.. See a medical provider for examination, tests
and treatment as soon as possible
.. Follow treatrnent recommendations exactly, ,as
many STD's are curable with medications
.. Don't use home remedies - THEY DON'T
WORK
• With most STD'S, partners must also be treated
Owego 380
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CHLAMYDIA
• CURABLE with appropriate medication taken exactly as
directed
• Symptoms begin 7 - 21 days after exposure
• Many people have no symptoms
• Left untreated, chlamydia can lead to ectopic (tubal)
pregnancy, pelvic inflammatory disease (PIO), infertility
in both men and women
• In pregnancy, Ican be passed to newborn and cause eve
infection and pneumonia; or lead to premature delivery
or low birth weight
Owego 382
CHLAMYDIA STATISTICS
.. There are almost 3 million new cases of
chlamydia each year
.. The Centers for Disease Control (CDC)
recommends that sexually active females 25 and
under be screened at least once per year, even
if no symptoms are present
• In 2003 only 30-45% of women under 25 were
screened for chlamydia
Owego 383
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Owego 384
Gonorrhea "The Clap
• Gonorrhea is a curable infection caused by the
bacteria Neisseria gonorrhoea.
• Gonorrhea is transmitted during vaginal, anal,
and oral sex (performing or receiving).
• Many men infected with gonorrhea exhlbit
symptoms, while most women are
asymptomatic.
• May cause serious eye infections in newborns
Owego 385
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Genital Herpes
• NO CURE
• Symptoms develop 2 - 30 days after exposure,
ar not at all
• Small painful fluid filled blisters on sex organs"
mouth, or anus; or hidden inside vagina
• Initial infection may be accompanied by fever,
swollen glands, headache
• Blisters go away but infection still present
• Blisters usually return periodically-may be
preceded by burning or itching
Owego 390
GENITAL HERPES
Transmission by:
• Vaginal sex, oral sex, anal sex
• Contact with infected person's lesions
• Infected mother to newborn
• Viral shedding may occur in absence of lesions
so transmission is still possible even when there
are no blisters
.. In fact, most transmission occurs in absence lof
sores
Owego 391
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GENITAL WARTS / HPV
(Human Papillomavirus)
• NO ~CURE
• Most people have no symptoms
• Symptoms may develop weeks or months
after exposure or not at all
• Soft fleshy lumps on or near sex organs or
anus
• Warts may be hidden inside
• May be spread to others even when no
warts are present
Owego 397
GENITAL WARTS I HPV
If left untreated, can:
• Be passed to newborn during childbirth; can
cause warts in infants throat
• Spread to other sex partners
• Some strains lead to abnormal Pap Smear,
increased risk of cervical, or penile cancer
• Sexually active women should have annual Pap
Smearl
• Guardasil Vaccination
Owego 398
GENITAL WARTS / HPV
Treatment:
• Warts may go away with treatment but infection
is still there
• Requires special treatment by a medical
professional
• Drugstore treatment for other kinds of warts not
helpful, and could be harmful
.. The body may eventually clear the virus on it's
own
Owego 399
HPV STATISTICS
• Over 6 million people acquire HPV each
year
.. By age 50, at least 80% af women will
have acquired genital HPV
• Most people do not develop symptoms but
can still transmit it to others
• Cervical cancer is linked to HPV
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Owego 405
Pelvic Inflammatory Disease
.. Pelvic inflammatory disease (PIO)
.. is a general term that refers to infection of the
uterus, fallopian tubes and other reproductive
organs.
.. It is a common and serious complication of some
sexually transmitted diseases (STOs), especially
chlamydia and gonorrhea.
.. damages the fallopian tubes and tissues in and
near the uterus and ovaries. PIO
.. can lead to ?erious consequences including
infertility, ectopic pregnancy, abscess formation,
and chronic pelvic pain.
Owego 406
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SYPHILIS
1ST STAGE
.. Symptoms appear 1 - 12 weeks after
exposure
.. A Qainless open sore on mouth, sex
organs, or anus
• Sores can be hidden inside, may last 1 - 5
weeks
• Sores go away but infection still in blooc
Owego 408
SYPHILIS
2nd STAGE
.. 6 weeks to 6 months after sore
.. Unusual rash anywhere on body
.. Flu-like symptoms
3rd STAGE (Latent)
.. No sores or rash but infection still in blood and
can effect the heart, brain, and other organs
over time (Heart disease, blindness, brain
damage)
Owego 409
SYPHILIS
During pregnancy:
• Stillbirths
• Birth defects
• Severe damage to bones, brain, lungs,
liver and other organs in infected infants
Owego 410
SYPHILIS
TREATMENT
• CURABLE with proper medication
• Partners should be treated at same time
• A person can be reinfected after treatment
Owego 411
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Owego 415
TRICHOMONIASIS ("TRICK")
•
•
•
•
•
•
•
•
Caused by a protozoan parasite
Unusual vaginal or penile discharge
Pain during sexual intercourse
In pregnancy: Premature delivery, eye infection
in newborn
Increases susceptibility to HIV
Can lead to infertility in women and men
CURABLE with proper treatment
Partners should be treated at same time
Owego 416
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Owego 417
OTHER STD'S
• Vaginitis: Yeast, Trick, Bacterial
• Hepatitis B (HBV): One out of 20 people in U.S.
\Nill become infected at some point. HBV is 100
times more infectious than HIV. Approximately
half of HBV infections are transmitted sexually
• Pubic Lice ("Crabs")
• Chancroid
• HIV infection and AIDS
Owego 418
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Owego 419
Chancroids
• Chancroid is a highly contagious STO that
is curable.
• It is caused by a bacteria
• Chancroid causes ulcers or sores, usually
of the genitals. Swollen, painful !Y.m.Qb.
glands in the groin area are often
associated with chancroid. Left untreated,
chancroid rnay make the transmission of
HIVeasier.
Owego 420
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Owego 421
Hepatitis B
• What is hepatitis B (HBV)?
Hepatitis B is a virus that causes inflammation of
the liver.
• Chronic (long-lasting) hepatitis B can cause liver
cell damage, which can lead to cirrhosis
(scarring of the liver) and cancer.
• It is estimated that 5,000 people die each year in
the United States due to the complications of
cirrhosis and liver cancer as a result of HBV.
Owego 422
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Owego 423
Pubic Lice (Crabs)
• Crabs (also known as pubic lice) are small
parasites that feed on human blood. Crabs are
not the same as head and body lice.
• A person call get crabs during sexual contact
with a person who has crabs. During the close
physical contact, the crabs can move from the
pubic hair of one person to the pubic hair of
another. Crabs can be sexually transmitted even
if there is no penetration or exchange of body
fluids.
Owego 424
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Owego 425
Scabies
• Scabies is a curable skin disease caused by the
parasite
• Scabies is transmitted through close physical
contact with a person who is infected or
prolonged contact with infested linens, furniture,
or clothing.
• Symptoms (most common itching) usually occur
within 4 to 6 weeks after infection. Symptoms
will begin within 1 to 4 days in a person who has
been infected with scabies before.
Owego 426
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Owego 427
Vaginitis
• Vaginitis is a name for swelling, itching, burning
or infection in the vagina that can be caused my
several different germs.
• The most common kinds of vaginitis are
pacterial vaginasis (SV) and yeast, a fungus.
• Sometimes ~richomoniasis (trich, pronounced
"trick") is called vaginitis too. Trichomoniasis is
caused by a parasitic protozoa called
Trichomonas vaginalis.
Owego 428
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Owego 430
FOR MORE INFORMATION
• The Centers for Disease Control www.cdc.gav
• Minnesota Department of Health has a great site
with detailed information in a simple format
www.health.state.mn.us
• Healthline http://www.healthline.com
• American Social health Association
http://www.ashastd.org/learn/learn overview.cfm
• Texas Department of State Health Services
http://www.dshs.state.tx.us/hivstd/info/default.sht
m
Owego 431
HIV and,AIDS
(SE pages 658-661)
LESSON OBJECTIVES
• Explain how HIV affects and destroys the immune system.
• Identify behaviors known to transmit HIV.
• Analyze the relationship between unsafe behaviors, refusal skills, and
the risk of HIV.
FOCUS
__
___
TWE
___
TWE
___
TEACH
___
___
___
•
__
___
___
Discussing, p. 659, TWE
p. 660, TWE
Concept Mapping Activity 93,
TCR
Current Health Issues 25, TCR
Guided Reading Activities 93,
TCR
Copyright
__
___
___
•
1.3,3.3,5.6, 6.1
ASSESS
___
Evaluating the Lesson, p. 661,
TWE
___
___
Lesson Quiz 93, TCR
___
RETEACHING
__
___
ENRICHMENT
___
Enrichment,
p. 661, TWE
CLOSE
__
MULTIMEDIA OPTIONS
___
Software, Ch. 25
ii
Transparency 74
___
GLENCOE HEAr:m • LESSON PLANS
wrrn BLOCK SCHEDULING
93
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Owego 432
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HIVand AIDS
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your notebook,
In this lesson, you will Iearn
how to:
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Describe how HIV affects and
destroys the immune system.
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acquired immune deficiency
syndrome CAlOS) Cp.658)
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Identify behaviors known to
transmit HIV.
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human immunodeficiency
virus CHIV)Cp.658>
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opportunistic
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Compare the relationships
between unsafe behaviors,
refusal skills, and the risk of
HIV infection.
infection
Predict
~... Write a brief essay describing
how HIVand AIDS are
transmitted, based on your
current knowledge .
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Write a short paragraph describing what you know about the
way your immurte system protects your body from disease.
-_w.,.,.-lfTe?mi''llftt,%trWifflí%1\ll¥W'"ñføsmnNT't&?WftMf(,W'Wf têWWmMf'.'WWiWW1wæ'r"'f#'UEim"'tW~i"t>7lmfflnrrenY'nmYWS'Wi,emif·Yœ·t1F,wœ.,(!lltl?~**
fM
(fil, Health
care workers wear
goggles and disposable
gloves whenever they
may come in contact with
body fluids. Why are these
precautions taken with all
patients, not just those
known to be infected
with HIV?
I
n July 1981 an outbreak of a rare form of skin cancer known as
Kaposi's (KAY-puh-seez) sarcoma was reported. About a year later,
the CDC labeled the disease acquired immune deficiency syndrome, or AIDS, a disease in which the immune system orthe patient
i~ weakened. That year more than 1,600 cases were reported and
almost 700 deaths .resulted from the newly identified disease. In
1983 the human immunodeficiency
virus, or HIV, a virus that
attacks the immune system, 'was confirmed as the cause. In 2003,
AIDS was the sixth leading cause of death among adults from 25 to
44 years old.
Teens at Risk
I
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i
n the United States the overall rate of new cases of HIV infection
has fallen slightly since 1985, and new drug therapies help AIDS
patients live longer. As a result, some people have a false sense that
AIDS is no longer the problem it once was. However, data indicates
that although new AIDS cases are declining among the population as
a whole, there has been no decline in the number of diagnosed HIV
infections among youth from 13 to 24 years old. In fact, teens have
one of the fastest growing rates of HIV infection. Many young adults
who are currently dying from AIDS were infected in their teens.
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Chapter 25 Sexually Transmitted Infections and H/VIA/DS
Owego 433
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How HIV
0
ATTACKS CELLS
1. HIVattaches to cell surface.
2. Virus core enters cell and goes
to nucleus.
3. Virus makes a copy of its genetic
material.
4. New virus assembles at cell
surface.
5. New virus breaks away from
host cell.
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Infection with HIV can be prevented. Teens who choose abstí- ,.
nence from sexual activity and from injecting drugs greatly reduce
their risk of HIV infection. Teens who refrain from these activities
show that they know strategies when making decisionsrelated to
health needs and risks of young adults.
i
HIV doesn't survive
well outside of the
human body. How does
this characteristic of HIV
affect its transmission?
.¡
HIVand the Human Body
y
ou may recall that lymphocytes are white blood cells that help
your body fight pathogens. Your body contains billions of lymphocytes, which are produced in bone marrow and found in the
blood, lymph nodes, appendix, tonsils, and adenoids. When HIV
enters the blood, it invades certain cells of the immune system,
including T cells, which help other lymphocytes identify and':
destroy pathogens. The viruses take over the cells and cause them
to produce new copies of themselves. The newly produced viruses
break out of the cells, destroying them. The new viruses infect other
cells, and then the process repeats itself, as shown in Figure 25.3.
As the number of viruses increases and the number of T cells
decreases, the immune system becomes less capable of preventing
infections and cancer. The body becomes susceptible to common
infections and to opportunistic infections, infections that occur
in individuals who do not have healthy immune systems. These infections are díffícult to treat. With a weakened immune system, the
infected individual suffers one illness after another.
HIV infection is progressive; that is, it destroys the cells of the
immune system over many months or years. Being infected with
HIV does not necessarily mean that an individual has AIDS. AIDS
is the advanced stage of HIV infection.
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Explain What is the
difference between AIDS and
HIV?
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Lesson3 HIVand AIDS
659
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Owego 434
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AI DS in Teens
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At least half of all new HIV infections in the United States occur in people under
25 years of age. Although more and more teens are protecting themselves against
AIDS by abstaining from sexual activity, this age group still accounts for hundreds
of new cases of HIV infection each year.
,I
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AIDS in 13- to 19- Year-aIds
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700--
ill'
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600
-1993
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change"
Female
400
j 300
E
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!
100
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1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
ili
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Source: CDC, HIV/AIDS Surveillance in Adolescents, 2003
*In 1993 the CDC began using expanded reporting criteria, increasing numbers of reported cases.
l
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Work with a small group. Brainstorm reasons that teens continue to become infected with HIV.
For every reason, identify a potential solution. For example, if your group believes that using
drugs is one reason, then you might identify more health education classes as a potential
solution. Share your ideas with the rest of the class. Make a poster that por,trays a healthpromoting message drawn from this class discussion. Your poster should persuade teens to
practice abstinence and emphasize that abstinence is the best way to prevent HIV infection.
How HIV Is Transmitted
he HIVorganism lives inside cells and body fluids. However, it
doesn't survive well in the air or on surfaces such as toilet seats
or telephones. It cannot be transmitted through food. A person is
not at risk of HIV infection by working next to or being in the same
classroom as a person who is infected nor by merely touching an
infected person.
HIV can be transmitted from an infected person to an uninfected
person only in certain ways-through
blood, semen, vaginal
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Owego 435
secretions, and breast milk. You can greatly reduce your chanees of
HIV infection by abstaining from sexual intercourse and avoiding
the use of injected drugs.
"" lhe manner in which HIV'
can be transmitted has been
clearly identified through
scientific investigations. Yet
much false information still
exists. HIV has NOT been
shown to be spread through
~ Sexual intercourse. HIV can be transmitted during any form
of sexual intercourse. During intercourse, secretions containing
HIV can enter a partner's blood through tiny cuts in the body.
The risks of HIV infection increase with the number of people
with whom a person is or has been sexually active. Having an
STD that causes sores, including chlamydia, genital herpes,
gonorrhea, or syphilis, increases the risk of HIV.
r·
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• insect bites.
• sweat.
• sneezing.
• casual physical contact,
such as shaking hands
and hugging.
... Sharing needles. People who inject drugs and share needles
are at high risk for contracting and spreading HIV. If a person
who is infected with HIV injects drugs, the needle or syringe
can become contaminated with that person's blood. Anyone
who uses that same needle or syringe can inject HIV directly
into his or her bloodstream. Injections under the skin or in
the muscle also can spread HIV.
,:
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~ Mother to baby. A pregnant female who is infected with HIV
,can pass the virus to her baby. HIV in the mother's blood can
be transmitted through the umbilical cord and during deliveryBecause breast milk can contain HIV, a baby can receive HIV
while nursing.
¡ :'
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1. Describe the HIV/AIDS epidemic in the teen
population.
2. How does HIVattack the immune system?
3. How is HIV transmitted?
Thinking Critically
4. Synthesizing. Teens have a high rate of contracting
HIV, yet more adults from 25 to 44 years old die
from AIDS. What characteristic of HIV/AIDS causes
this discrepancy?
5. Analyzing. Analyze the relationship between unsafe
behaviors, refusal skills, and the risk of HIV.
l¡
¡
Advocacy. Prepare a script for a public
service announcement on the epidemic of
HIV/AIDS. Include statistics on numbers
infected, diagnosis, and treatment. Be sure
to include information on how people can
protect themselves from getting HIV/AIDS.
~1:""''''''''',,_·,<,
Analyze. Make a two-column chart. On one
side, use Figure 25.3 to list the steps of
the process by which HIVattacks cells. On
the other side, list the ways that HIV is
transmitted from an infected person to an
uninfected person.
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Visit health.glencoe.com
for the Interactive Study Guide for Lesson 3.
Lesson 3 HIVand AIDS
661
~
Owego 436
Class
Name
Date
1. What does the acronym AJDS stand for? What virus causes AIDS?
2. During the late 1990s, did the number of new cases of AIDS increase or
decrease in the United States population as a whole?
3. What effect does abstinence from sexual activity have on the risk of contracting HIV infection?
4. Explain how HIV invades the immune system causing it to become less
capable of fighting infections and cancer.
5. What are opportunistic infections?
6. Why is HIVaprogressive
infection?
7. Name the four human body fluids that are known to transmit HIV from an
infected person to an uninfected person.
178
GLENCOE HEALTH
• GUIDED READJNG ACTIVITIES
Copyright
Owego 437
Name
..............................................................................................................................
,."
..
,
,
Class
Date
.
8. List three high-risk behaviors or situations that increase the risk of HIV
infection.
9. How is the risk of HIV infection related to the number of people with
whom a person is sexually active?
10. Describe three ways a pregnant female who is infected with HIV can pass
the virus to her baby.
GLENCOE HEALTH
• GUlDED READING ACTlVmES
179
Owego 438
Name
....................................................................................................................
,
,
,.,
Class
Date
,
.
HIVTransmission
Directions: Complete the concept map below on the transmission of HIV.
Use each of the following terms and phrases once: air, blood, breast milk, casual
contact, food, hard surfaces, semen, vaginal secretions.
is not transmitted by
,
is transmitted by
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Copyright
GLENCOE HEALTH
• CONCEPT MAPPING ACTlVITIES
93
Owego 439
.N.§.~.~
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I. Directions: Read the following statements about HIVand AIDS carefully.
If the statement is correct, write true. If it is false, rewrite the sentence,
changing the underlined part so that the statement is true.
1. AIDS is a disease that weakens the immune system.
2. HIV, a bacteria that attacks the immune system, is the cause of AIDS.
3. Opportunistic infections occur in individuals who do not have healthy
immune systems.
4. AIDS is the advanced stage of HIV infection.
5. HIV is transmitted from an infected person to an uninfected person
through blood, semen, vaginal secretions, and breast milk.
6. HIV infection destroys the cells of the immune system quickly.
7. HIV can survive well outside the human body.
8. A person is not at risk of HIV infection by touching an infected person.
9. HIV can be spread through insect bites.
10. Abstinence from sexual activity and from injecting drugs greatly reduces
the risk of HIV infection.
GLENCOE HEALTH
• RETEACHING
ACTIVITIES
111
Owego 440
Date
Class
Name
II. Directions: On the lines below, list the steps showing how HIV attacks the
body's cells. The first step has been provided for you.
1. HIVattaches to cell surface.
2.
__
3.
__
4.
__
5.
__
112
GLENCOE HEALTH • RETEACHlNG
ACTNnTES
Copyright
Owego 441
(
Treatment for HIV and AIDS
(SE pages 662-667)
LESSON OBJECTIVES
• . Explain how technologies such as new drug treatments have impacted
the health status of individuals with HIV.
• Analyze the impact of the availability of health services in the community and the world for people living with HIV/ AIDS.
• Analyze the relationship between the use of refusal skills and the
avoidance of unsafe situations such as sexual abstinence.
1.8,2.5,3.1,3.4,7.2
FOCUS
__
Quick Start, P: 662, TWE
__
TWE
___
TWE
__
___
___
TEACH
__
Discussing, P: 663, TWE
•
p. 663, TWE
•
Health Literacy, p. 663, TWE
___
___
•
p. 664, TWE
__
Activity, P: 665, TWE
•
Exploring Issues, p. 666, TWE
ii
Curriculum Connections, p. 666,
TWE
__
__
Concept Mapping Activity 94, TCR
•
__
__
___
RETEACHING
___
___
•
__
__
Lesson Quiz 94, TCR
Chapter 25 Summaries, Quizzes,
and Activities, TCR
Performance Assessment Activity
25, TCR
Chapter 25 Test, TCR
ENRICHMENT
___
Home and Community, p. 665,
TWE
___
___
Eye on the Media, p. 668
CLOSE
___
MULTIMEDIA OPTIONS
___
___
___
___
Software, Ch. 25
Mindjogger Videoquiz, TCR
ExamView Pro Testmaker
ASSESS
___
Evaluating the Lesson, p. 667, TWE
___
94
GLENCOE HEAL.TH
• LESSON PLANS WiTH BLOCK SCHEDULING
Copyright
Owego 442
.Treatment for HIVand AIDS
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Examine how technology
impacted the health of
persons with HIV.
¡¡..
Identify world and community
health services available for
people living with HIV/AIDS.
~'
Develop refusal skills and
ways to avoid unsafe
situations.
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As you read, take notes on
the stages of HIV infection
and what tests are available
to detect HIV.
uick V/fite
Write a short paragraph
describing what you might do
to help a friend who is afraid
he or she might have HIV.
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Even though medicines
can slow the progress
of HIV infection, there is
still no vaccine that
prevents the disease.
J
ust as many STDs show no symptoms and many infected individuals don't seek treatment, the same is especially true for HIV.
Infection can be ignored or overlooked for several years, during
which time the virus can still be transmitted.
¡
Stages of HIV Infection
T
he HIV infection develops in stages over thecourse of several
years. A person is considered infectious immediately after contracting the vims. Approximately half of all persons develop symptoms about three to six weeks after becoming infected with HIV.
These symptoms may include fever, rash, headache, body aches,
and swollen glands. In general, these symptoms disappear within a
week to a month and are often mistaken for another viral infection,
such as the flu. After the flulike symptoms disappear, the person
enters the asymptomatic
stage, a period of time during which a
person infected with HIV has no symptoms. A person may show no
signs of illness for 6 months to 10 years or more. However, the
viruses continue to grow and the infected person can still transmit
the virus to others.
·}662
Chapter 25 Sexually Transmitted Infections and HIV/AIDS
Owego 443
.. ~';;':~f
Symptomatic HIV Infection
During the asymptomatic stage, the immune
system keeps pace with HIV infection by producing billions of new cells. Eventually, though, the
number of cells in the immune system declines to
the point where other infections start to take over.
This marks the symptomatic
stage, the stage in
which a person infected with HIV has symptoms as a
result of a severe drop in immune cells. The symptoms may include swollen glands, weight loss,
and yeast infections.
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An EIA test is the first step
in determining whether or
not an individual is HIV
positive. Anyone engaging
in risk behaviors should be
tested for HIV. Why is it
lmportent for individuals
who might be exposed
to HIV to be tested
even though they aren't
experiencing symptoms?
AIDS
During the latter stage of HIV infection, more serious symptoms
appear until the infection meets the official definition of AIDS.This
includes the presence of HIV infection, a severely damaged immune
system measured by numbers of helper T cells, and the appearance
at one or more opportunistic infections or illnesses. By the time
AIDSdevelops, HIV has often attacked brain cells, causing difficulty
in thinking and remembering.
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Detecting HIV
ndividuals who think they may have been exposed to HIV
should seek testing from a health care professional immediately.
Testing to determine the presence of the virus can be done by a private physician or at a hospital, a health clinic, or a local health
department. Most states have laws to protect the confidentiality of
test results.
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EIA Test
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The first test usually performed is an ELISA,or EIA -a test that
screens for the presence of HIV antibodies in the blood. The ElA reacts
to even small numbers of HIV antibodies. However, the EIA may
give inaccurate results. There are two reasons for this.
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after initial infection. Before antibodies develop, the ElAmay
give a false negative result. This means the test is negative, but
the person is positive¡ there aren't enough antibodies for the test
to detect. Most infected people will test positive in three to four
weeks, but some take up to six months to test positive.
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and pregnancy, can cause the EIAto give a false positive reading. This means that although the test was positive, the person
actually does not have the infection.
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Lesson 4 Treatment for HIVand AIDS
663'
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Owego 444
Western Blot Test
Reading
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Compare and Contrast
Whans the difference
between the asymptomatic
stage and the symptomatic
stage of HIV?
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If the EIA test is positive, it can be repeated to make sure the results
are accurate. If the repeat test is also positive, other confirmation
tests will be done. The Western blot, or WB, is the most common
confirmation test for HIV in the United States. If done properly, this
test is 100 percent accurate. If the results of all three of these tests
are positive, a person is determined to have HIV. Often these individuals are referred to as HIV-positive.
The Impact of the Availability of
Health Services
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hen HIV was first identified in the early 1980s, there were no
treatments for HIVand few treatments for the opportunistic
infections associated with the virus. In the years since then, several
medications have been developed to treat HIVand to treat and prevent.the complications of opportunistic infections. More drugs and
vaccines are being researched. For many people these new treatments have extended and improved the quality of life. None of the
drugs, however, cures HIV/AIDS. One reason that a cure is so hard
to find is that tllY.Jn~ct~_~_h.:~-y~rycells thaLt~gulat.t;Jh~ immune
:r..e:;12,SJpse.
In addition, several I1:ewstrains ~f the.vírus 'ila:v-eemerged
since it was first discovered, making iteven harder to develop an
t;.ffe-c:tIy~tr~atment. Many treatments have side effects so sëvere
that some people stop treatment or take medicines only once in a
while. This can lead to the development of new, drug-resistant
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H-ISTO~YOF HIVI AIDS
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1982: The collection
1986: AIDS-causing
of symptoms is
virus is named HIV;
named AIDS; 14
first drug treatment
nations report cases
for AIDS developed
of AIDS
1984: 7,000
Americans have AIDS
'!
1981: Clusters of previously rare diseases
noticed in both Los Angeles and New York City
1988:
December 1
declared
annual World
AIDS Day
1990:
Estimated
number of
AIDS cases
worldwide
is 1 million
L__
---
1989: Several new drugs available
to treat opportunistic diseases; FDA
approves first drug treatments for
more than trial use
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strains of the virus. Also, treatment can be costly, exceeding $1,000
a month. Worldwide, many infected individuals do not have access
to treatment because of high costs and lack of availability. The time
line shown in Figure 25.4 summarizes some of the developments
in HIV/AIDS research and treatment.
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he number of newly reported AIDS cases in the industrialized
, world is decreasing. Much of this decrease in AIDS cases results
from the success of drug cocktails-combinations
of drugs-that slow
the progression, of HIV infection. However, research has identified
new, drug-resistant strains of HIV. These strains do not respond to the
drug cocktails currently used in the fight against AIDS. The combination of drug resistance and high-risk behaviors could result in HIV
strains that are transmitted and spread even more widely. Despite the
progress that has been made in the development of treatment
options, HIV/AIDS is still a fatal disease for which there is no cure.
HIV/AIDS: THE GLOBAL PICTURE
_,
At the end of 2002, an estimated 40 million people worldwide
were infected with HIV/AIDS. This statistic means that HIV is now
pandemic-a global outbreak of infectious disease. The number of
people living with HIV is growing and is a health concern that
requires collaborative decision making by health authorities worldwide. It is estimated that in 2002 alone,Smillion
people became
'infected with HIV/AIDS worldwide.
---.-----------------------------------------------
al '"_._
1992: First combination drug
therapy approved for those
with advanced HIV infection
1991: Red ribbon announced as international
symbol of AIDS; scientists report that drugs
have .limited use because HIV develops
resistance to them; 1,000,000 cases
of AIDS and133,000 deaths from the
. disease reported worldwide since 1982
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...........
G~.~.. ~ ~~.G.~
CHICK.
Responsibility. Each individual can
playa role in curbing the spread of
HIV by staying informed and spreading the word about this disease.
Take the time to read articles
about HIV/AIDS. Share information with family and friends about
recent developments in treatment
and research to find a cure.
..---------------------------------_o
..
:.....
1994: Studies show
that drug treatment
greatly reduces risk
of HIV transmission
from an infected
mother to her baby
2002: The disease is the
fourth leading cause of death
in the world; an estimated 40
million people around the
world are Jiving with HIV/AIDS
1998: First trial of an AIDS
vaccine begun using 5,000 U.S.
volunteers; estimates are that
70% of all new infections and
80% of all AIDS deaths are
occurring in sub-Saharan Africa
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Mitch's high school class was looking for a service
project when he learned that his older brother was
HIV positive. He asked what he could do to help.
Mitch's brother, Chris, said there was plenty he could
do, "My doctor told me there are a lot of people who
can't even get out and buy food.",
Mitch suggested to his classmates that they
consider a local service project. "We can help people
closer to home," said Mitch. UWe can deliver meals to
people who are sick and can't get out of their homes
to buy food." He suggested they volunteer for a local
Meals on Wheels program. Some of the students were
concerned about being in contact with sick people.
Others worried about the time commitment. Another
group of students mentioned that they didn't drive
and wouldn't be able to deliver meals.
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STAYiNG iNFORMED ABOUT HIV/AIDS
Because neither a cure for AIDS nor an effective HIV vaccine is
available, knowledge is the first defense against infection. New
research can be found in newspapers and magazines and on television, radio, and the Internet. The CDC, state health departments,
and community health services are excellent sources of information. While the Internet is a good source of information
about
HIV/AIDS, health-literate consumers should be wary of any information offering miracle treatments or cures. Products that have not
been tested can harm or even kill people. The U.S. Food and Drug
Administration sponsors a network of organizations that encourage
consumer awareness to prevent fraud. By understanding the impact
of high-risk behaviors and staying informed you can protect yourself and others from infection.
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Owego 447
Abstinence and HIV/AIDS
During your teen years, you may feel pressure to
experiment with new behaviors, such as engaging in
sexual activity or using drugs. Consider that your
'
actions today can change the entire course of your life.
Choosing to remain abstinent shows that you are taking
an active role in caring for your own health and acting ".
responsibly by not jeopardizing the well-being of others. ~
A person who remains aware of consequences knows '''"''
various strategies when making decisions related to health needs
and risks of young adults. Use of these refusal skills will help you
avoid pressure to engage in sexual activity and use drugs:
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3. Explain how technologies such as new drug
treatments have impacted the health status of
individuals with HIV infection as well as people's '
attitudes toward the AIDS epidemic.
Thinking Critically
4. Evaluating. Why might people in the United States
have better access to AIDS treatment than people
in developing nations?
5. Analyzing. What is the relationship between the
avoidance of unsafe situations and the use of
refusal skills such as sexual abstinence?
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Each of the more than
,.' 44,000 colorful panels in
11
the AIDS Memorial Quilt
memorializes the life of
a person who died from
AIDS. When the entire
quilt was in Washington,
D.C., it covered the
National Mall. How does
the AIDS quilt help educate
the public about HIV/AIDS?
... Choose your relationships carefully. Avoid beginning a dating
relationship with someone whom you know is sexually active
with another person.
2. When is a Western blot test performed?
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drug use or sexual activity. Use body language as well as words
to get your message across.
1. What is asymptomatic HIV infection?
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engage in sexual activity is likely to occur.
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Accessing Information. Research new
vaccines that are being developed for
HIV/AIDS. Use several different sources
of information in your search, such as Web
"sites, books, and newspaper and magazine
articles. Evaluate the validity of your sources
to make sure they are reliable and accurate.
Then prepare a presentation analyzing the
impact of the availability of these health
services in the community and the world.
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~II.".-~. ~~.,Problems and Solutions. Fold your paper
in half. On one side, list the reasons why
HIV/ AIDS is a continuing problem. On the
other side, list current treatments for HIV
and AIDS, including ways to detect HIV.
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for the Interactive Study Guide for Lesson 4.
667.
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Meet one teen who
knows he can make
a difference.
M
eet Nile Sandeen, 17. Nile's missi~~ in life
is to educate others about the realities of
HN/AIDS. TIME caught up with Nile in his
hometown, Milwaukee, to find out more about
this wonder teen:
TIME: When did you leam that you had AIDS,
and how do you educate people abo;rt HIV?
NILE: I was bom with HIVand diagnosed with
AIDS when I was five. I'm a counselor at Camp
Heartland, a summer camp for kids with
HN/AIDS. I also speak at schools nationwide
about what it's like to live with the disease.
TIME: Did other kids treat you differently in
school?
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NilE: In kindergarten, word got out that I had
AIDS. People freaked. It was very upsetting.
Parents didn't want their kids to even sit near me.
TIME: What made you realize that you weren't
alone?
NILE: Neil Willens on, a 22-year-ol~ activist,
heard about how badly I and other kids were
being treated, so he started Camp Heartland in
Willow River, Minnesota. I went there for 10
years, and it serves as a support group. We all
have days where we think, "I don't even know
how much more of life there will be."
TIME: Besides educating others about HN, what do
you do?
NILE: I'm more than the disease that I've got. At
school I'm on the chess team, the debate team, I
pitch for the baseball team and, yes, I frequently
go on dates.
TIME: How will you change the world?
NILE: I know the more people I talk to, the less
that others will be hurt by this disease. People
will see we aren't so different. We may not see a
cure in our lifetime, but as we continue to teach
people to stay safe, we'll see less AIDS. •
TIME
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Owego 449
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activity. Find out what services these groups offer and how you can volunteer
to help them. (LESSON 1)
'\M">'"I.".'V,J: 2. Accessing Information. Identify community health services that help with
prevention and treatment of STOs. Discover the types of educational materials
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they have for educating teens about the risks of STOs. Share your findings
with the class; (LESSON 2)
~~;
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ADVOCACY!
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program aimed at teens entering high
school. Emphasize the relationship between unsafe behaviors, such as sexual
contact and drug use, and the risk of HIV infection. (LESSON 3)
J 4. Refusal Skills. List two suggestions for practicing abstinence when pressured
to engage in sexual activity or to use drugs. (LESSON 4)
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BEYOND
theClassroom
Health Advocate
Parent Involvement
Do you like working with people?
Can you synthesize information
from a variety of sources to come
up with innovative solutions to
complex problems? If so, you may
be interested in a career as a
health advocate.
Health advocates work in a wide range of settings,
but all health advocates work toward one goal: finding
innovative ways to improve the delivery of health services.
Health advocates have several levels of certification.
Two-year courses are available at some community
colleges. Others become advocates through a Master of
Arts program following college graduation. Find out more
about this and other health careers by clicking on Career
Corner at health.glencoe.com,
Advocacy. With your parents, research ways that
parents can help their children
avoid risky behaviors that might
lead to STOs.Work together with
your parent or guardian to organ.(
ize your research, and create
guidelines for other parents. If
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you have access to the Internet,
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post the guidelines on a Web site.
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health.gtencoe.com
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School and Community
Finding Resources.
Learn the names of organizations
in your community that help people infected with
HIV/ AIDS. Make a list of these organizations, and
describe the services each provides. Create a pamphlet
containing the information you have gathered. Make the
pamphlet available through the school health otñce,
Chapter 25 Review
669
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Owego 450
Name
.................................................................................................................
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Date
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1. Describe what happens about three to six weeks after becoming infected
withHIV.
2. Describe what happens to the immune system during the asymptomatic
stage of HIV infection.
3. How long does the asymptomatic stage of an HIV infection last?
4. Describe how the symptomatic stage of HIV infection is different from the
asymptomatic stage.
5. What is the official definition of AIDS?
6. Describe two common opportunistic illnesses associated with AIDS.
7. How are brain cells affected during the latter stages of HIV infection?
180
GLENCOE HEALTH • GUIDED READING ACTIVlTIES
Copyright
Owego 451
Name
..................................................................................................................................................................................
"
Class
Date
,
.
Stages of HIV Infection
Directions: Complete the concept map below on the stages of HIV infection. Use each of the following terms and phrases once: 1 week to 1month,
6 months to 10 years, AIDS, asymptomatic stage, early HIV infection, flu-like
illness, one or more opportunistic infections, swollen glands and weight loss,
symptomatic stage.
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GLENCOE HEALTH • CONCEPT MAPPING ACTlVrrrES
HIV
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Owego 452
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Use the notes you have taken in your Foldable to review what you have learned. Use
the Internet or your school's media center to look for current research and statistics
regarding teens and STDs. Report your findings on the back of your Foldable.
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EXPLORING HEALTH TERMS
'f
Answer the
following questions on a sheet of paper.
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Fill in the blanks with the correct term.
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HIV
AIDS
opportunistic infections
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Identify each statement as True
or False. If false, replace the
underlined term with the correct term.
abstinence
epidemic
sexually transmitted disease (SYD)
sexually transmitted infection (STI) ,
....
4
1. An infection that spreads from person to person
through sexual contact is called a(n)
_
or a(n) __
'----_
2. When a community has a larger number of cases
of an infectious disease than would be generally
expected, the community is experiencing a(n)
3. The only 100 percent effective way to avoid STDs
is to practice
_
syphilis
trichomoniasis
human paplllumavlrus (HPV)
4. Gonorrhea can lead to pelvic pain and infertility.
5. HPV is an STD caused by the herpes simplex virus.
6. A bacterial STD that usually affects mucous
membranes is chlamydia.
7. The first sign of trichomoniasis infection is a
chancre at the site of infection.
9. Being infected with AIDS does not necessarily
mean a person has HIV.
10. Opportunistic infections are rare in a person with a
normal immune system, but they easily invade the
body of a person with a weakened immune system.
Match each definition with
the correct term.
EIA
Western blot
pandemic
Replace the underlined words
with the correct term.
chlamydia
genital herpes
gonorrhea
8. AIDS is the virus that attacks the immune system.
asymptomatic stage
symptomatic stage
11. A period of time during which a person infected
with HIV has no symptoms.
12. The first test usually performed to screen for HIV
antibodies in the blood.
13. The most common confirmation test for HIV in the
United States.
RECALLING THE FACTS
Use complete
sentences to answer the following questions.
1. Why are STDs in the United States considered a
hidden epidemic?
2. Explain the relationship between alcohol and other
drugs used by adolescents and the role these
substances play in STDs.
3. What is the only method that is 100 percent
effective in preventing STDs?
4. Which STDs stay in the body for life?
5. Why is early treatment of STDs important?
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6. Explain why an individual diagnosed with an STD
should notify contacts.
7. Why is the risk of HIV infection low for a person
whose coworker has tested positive for HIV?
8. Why does having multiple sexual contacts increase
the risk of HIV infection?
9. List and describe the stages of HIV infection.
10. Relate the importance of tests to detect HIVand
why early detection is important.
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WRITING CRITICALLY
1. Persuasive. Write an article fôr a health-related
newsletter persuading teens to abstain from sexual
activity. In your article, describe activities that place
people at high risk for contracting a sexually
transmitted disease (STD), and explain the
consequences of STDs. Use supporting evidence
giving logical reasons, examples, and quotes from
experts.
2. Descriptive. Conduct research on a third world
country that faces an HIV/AIDS epidemic but lacks
the money and education to treat and prevent the
disease. Write a descriptive article that could be
published in a newspaper describing the AIDS
epidemic in that particular country and how it
affects its people. Make suggestions about possible
solutions to the AIDS problem.
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, Read the paragraph below, look
" at the table, and then answer the
questions.
According to the Centers for Disease Control, the
number of reported AIDS cases was over 900,000
people as of December 2003. The statistics provided
_ by the center are shown in several different forms.
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Cases can be
.grouped by age,
location, race or
ethnicity, or
source of
exposure. This
table shows the
ten states or
territories that
reported the
highest total
number of AIDS
cases according
to all figures
received by
December 2003.
Statel
Territory
Total Number
of AmS Cases
New York
162,446
California
133,292
Florida
94,725
Texas
62,983
New Jersey
46,703
Illinois
30,139
Pennsylvania
29,988
Puerto Rico
28,301
Georgia
27,915
Maryland
26,918
1. What is the mean of the numerical data in the
table?
® about
27,000
@38,421
©64,341
@135,528
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2. What is the median value of the numerical data in
the table?
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@38,421
@64,341
135,528
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3. Does the fact that these nine states and one
territory have the highest number of AIDS cases
necessarily mean that they have the highest
percentage of AIDS cases, based on the population
of the state or territory? Explain your answer.
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Owego 454
Name
Class
Date
I. Directions: Write a description of each of the stages of HW infection.
Early HIV infection:
Asymptomatic
HIV infection:
Symptomatic HIV infection:
AIDS:
II. Directions: Answer the following questions about HIV / AIDS.
1. Explain the tests that a person in the United States might have to detect
HIV infection.
2. Why hasn't a cure for AIDS been found?
Copyright
GLENCOE HEALTH
• RETEACHING ACTNmES
113
Owego 455
Name
Class
..................................................................................................................................................................................................................
Date
,
.
3.
Explain why not everyone with HIV has access to treatment.
4.
List three strategies to use to help avoid pressure to engage in sexual activityand use drugs.
114
GLENCOE HEALTH
• RETEACHING ACTIVlTIES
Copyright
Owego 456
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OBJECTIVES
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• Define HIVand AIDS
• Discuss how virus attacks the cell
• Explain the concepts of viral load and
CD4 count
• Review the criteria for AIDS Diagnosis
Owego 458
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Owego 459
What is HIV?
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Immunodeficiency ~Orus
• HIV weakens the immune system
by damaging CD4 cells or T-cells.
Owego 460
What is AIDS?
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• AIDS stands for Acquired Immune
Deficiency Syndrome.
• A person has to be infected with HIV to
get AIDS.
• An AIDS diagnosis is defined when an
individual's T-cells fall below 200 and/or
a person experience an opportunistic
infection (Ol).
Owego 461
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Owego 463
How is HIV transmitted?
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• Unprotected Sex
Vaginal intercourse
II Anal intercourse
.. Oral intercourse
II
• Sharing infected needles (other sharp
objects)
• Mother to child transmission
II
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Breast-feeding
During child-birth
Owego 464
Risky Behaviors
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• I-IIV can infect anyone who practices "risky
behaviors" such as:
.. Sharing sharps or needles
II
Having sexual contact, including oral with an
infected pierson without using a condom
.. Having sexual contact with someone whose HIV
status is unknown
Owego 465
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Owego 466
How is HIV NOT spread?
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previously bitten person's blood into someone
else)u
• Feces, saliva, sweat, tears, urine, or vomit
(unless there is blood present)
Owego 467
How can You reduce HIV
infection
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Good self esteem
Know your HIV status
Know your partner's HIV status
Monogamy (same HIV status)
Celibacy
Know how to use safer sex products (latex or
polyurethane, and female condoms).
• Non-penetrative sex. Explore other ways to
express intimacy that are not high risk .
• Stay informed and always ask questions.
Owego 468
The HIV Test
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The HIv' test looks for HIV antibodies in
your bodv .
• If you have HIV antibodies, your test
results be positive. This means you have
II
a
HIV.
If you don't have HIV antibodies, your
test will be negative. This means one of
two things:
-You don't have HIV.
-You have I-iIV, but your body hasn't
made enough antibodies to detected vret.
Owego 469
The Window Period
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• It takes up to 3 months (but as
early as 3-4 weeks) after infection
for the body to make HIV
antibodies.
• In rare cases, it can take up to 6
. months. This called the window
period.
Owego 470
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Owego 471
Worldwide
Statistics
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• LlO
million people
worldwide are living
with HIV.
• An estimated 25.4
million (64%) of
these people live in
Sub-Saharan Africa.
• Approximately
3.1
million new
infections
occurred in 2004.
• Around 2 million
children under 15
are living with HIV.
a More than twelve
million child rein
have been
orphaned by AIDS.
• More than 95 percent
of these new
infections are in
developing countries.
Owego 472
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Owego 473
Epidemic at the End of 2010
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At the end of 2010, an estimated
1,039,0()O to 1,185,000 persons in the
United States were living with HIV/AlOIS
.. In 2008, 32,048 cases of HIV/AIDS were
reported from the 33 areas (32 states and
the US Virgin Islands) with long-term,
confidential name-based HIV reporting .
• When all 50 states are considered, CDC
estimates that approximately 40,000
persons become infected with HIV each
year.
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Owego 474
Incidence of New HIV Infections
in 2010
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Owego 485
Anti retrovi ra I Thera py
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• Nucleoside reverse transcriptase CRT)
inhibitors - interrupt an early stage of the
virus making copies of itself
• Non-nucleoside reverse transcriptase
inhibitors (NNRTls): same function as above
.. Protease inhibitors CPI)- interrupt the virus
from replicating itself at a later stage in its
lifecycle
• Fusion inhibitors - interfere with HIV-l's
ability to enter into cells by blocking the
merging of the virus with the cell membranes
Owego 486
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Owego 487
Diagnostic Tests
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• Two different types of antibody tests:
.. ELISA
• Western Blot
• If a person is highly likely to be
infected with HIV, but has tested
negative for both tests, repeat
antibody testing is required.
Owego 488
How Does the Infection
Occur?
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• Even during the asymptomatic period, the
virus is actively multiplying, infecting, and
killing cells of the immune system.
• The virus can also hide within infected cells
and lay dormant,
• The most obvious effect of HIV infection is a
decline in the number of CD4 positive (CD4+)
T-cells found in the blood -- the immune
system's key infection fighters.
Owego 489
How Does the Infection
,
Occur?
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• The virus slowly disables or destroys these
cells without causing symptoms.
• As the immune system worsens, a variety of
compllcations start to take over.
• For many people, the first signs of infection
are large lymph nodes or "swollen glands"
that may be enlarged for more than 3 months.
•
Owego 490
Viral Load
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• This is your viral load count. HIV-1 is
the most common type of HIVoutside of
Africa (where HIV-2 is most prevelant).
RNA is th~evirus's genetic material
which the test looks for .
• A special test (peR) tells you how much
virus is circulating in your body.
Owego 491
Viral Load
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• Viral load tests allow physicians to
track with greater accuracy than ever
before the progression of HIV in the
body.
• Helps HI\/-infected patients make
choices about appropriate treatment
strategies.
Owego 492
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Diagnosis of HIV
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.. Because early HIV infection often causes no
symptoms, a health care provider usually can
diagnose it by testing the blood for the
presence of antibodies (disease-fighting
proteins) to HIV.
II
HIV antibodies generally do not reach
noticeable levels in the blood for 1 to 3
months following infection. It may take the
antibodies as long as 6 months to be
produced in quantities large enough to show
up in standard blood tests.
Owego 495
Timing of Symptoms
._-_
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• If you are like many people, you will not
have any symptoms when you first
become infected with HIV .
.. You may, however, have a flu-like
illness within a month or two after
exposure to the virus.
Owego 496
Types of Symptoms
'. The HIV infection may ~~""
.. Fever
.. Headache
.. Tiredness
II Enlarged lymph nodes (glands of the immune
systern easily felt in the neck and groin)
• These symptoms usually disappear within a
week to a month and are often mistaken for
those of another viral infection .
• During this period, people are very infectious,
and HIV is present in large quantities in
genital fluids.
Owego 497
Progression of
Symptoms
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• More persistent or severe symptoms may not
appear for 1Oyears or more after HIV first
.enters the body in adults, or within 2 years in
children born with HIV infection .
• This period of "asymptomatic" infection varies
greatly in each individual.
• Some people may begin to have symptoms
within a few months, while others may be
symptom-free for more than 1Oyears.
Owego 498
Definition for AIDS
·')--------------
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• HIV infected person who has fewer then
200 CD4+ T cells (normal = ~1,000)
• Includes 26 health conditions
• Most are opportunistic infections
• The conditions are often severe and even
fatal
• Body cannot fight off certain bacteria,
viruses, fungi, parasites, and other
microbes
Owego 499
Other Symptoms Before
AIDS
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• Other symptoms often experienced months to
years before the onset of AIDS include
II
Lack of energy
.. Weight loss
II
II
II
II
II
Frequent fevers and sweats
Persistent or frequent yeast infections (oral or
vaginal)
Persistent skin rashes or flaky skin
Pelvic inflammatory disease in women that does
not respond to treatment
Short-ternn memory loss
Owego 500
Common Symptoms
Coughing and shortness of breath .
Seizures and lack of coordination
Difficult or painful swallowing
Mental symptoms such as confusion and
forgetfulness
Severe and persistent diarrhea
Fever
Vision loss
Nausea, abdominal cramps, and vomiting
Weight loss and extreme fatigue
Severe headaches
Coma
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Owego 501
Other Symptoms of AIDS
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• cervical cancer, or cancers of the immune
system known as lymphomas.
• These cancers are usually more aggressive
and difficult to treat in pea-pie with AIDS.
• Signs of Kaposi's sarcoma in light-skinned
people are round brown, reddish, .or purple
spots that develop in the skin or in the mouth.
In dark-skinned people, the spots are more
pigmented.
Owego 502
Treatment
.-tombination antiretrovlr=aï1iïerapy has
been demonstrated to significantly
increase life expectancy and delay the
proqressíon to AI DS in individuals with a
CD4 cell count below SOD/ml.
• Patients are usually prescribed a
minimum of three drugs to include drugs
from at least two of the three categories.
• Anti retrovi ral therapy should only be
initiated by practitioners experienced in
their use.
Owego 503
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Owego 504
Important to Remind
the Patient
I
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~'~Q"
• -uÙ NOT to donate blood, semen or other body
tissues or organs
• Use safe sexual practices
• Advise dentist of HIV seropositive status
• Give the same information to any health worker
dealing with body fluid, e.g. during surgical
procedures
• Inform general practitioner about HIV+ status
• DO NOT receive any vaccinations without prior
discussion with the medical officer involved in the
ongoing HIV management.
Owego 505
REFERENCES
fJi('
~~.~~~'l$IJr.~~i.-::¡:'~':t:",,,:,,;~,",;:,;,:,"';
'"''::' .. _'
• "HIV Infection and AIDS: An Overview,"
National Institute of Allergy and
Infectious Diseases, National Institute
of Health, U.S. Department of Health
and Human Services, March 2005.
Owego 506
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Owego 507
Communicable Diseases, Contraception, STI's, HIV/AIDS Exam
Multiple Choice
Identify the choice that best completes the statement or answer the question.
--
1. The term AIDS stands for
a.
b.
c.
d.
__
2. HIV can make a person ill because it
a.
b.
c.
d.
__
Genital Herpes
Chlamydia
Scabies
Gonorrhea
6. The body has three main defenses. The defense that is specific and recognizes certain
pathøgens and destroys them is called:
a.
b.
c.
d.
__
HIV is a virus and AIDS is a bacterial disease
There is no difference between HIVand AIDS
HIV is the virus that causes AIDS
HIV is a bacterial disease and AIDS is a virus
5. Which of the following STD's cannot be cured?
a.
b.
c.
d.
__
Chlamydia
Syphilis
Trichomoniasis
Pubic Lice
4. What is the difference between HIV/AIDS?
a.
b.
c.
d.
__
Makes a person lose weight suddenly
Attacks the immune system
Reduces the body's core temperature
Increases blood flow in the body
3. Which of the following bacterial STD is most common?
a.
b.
c.
d.
--
Acquired Immunity Disease Syndrome
Acquired Immunity Deficiency Syndrome
Acquiring Imminent Death SYndrome
Acquired Immune Deficiency Syndrome
The immune response
The inflammatory response
Thebarrier response
The main system response
7. Herpes can be cured by
,..
Owego 508
a.
b.
co'
d.
80 Untreated gonorrhea in women can lead to
--
a.
b.
c.
d.
__
Premature delivery
Cervical Cancer
Pelvic Inflammatory Disease
Nothing
90 Getting the chicken pox, and producing antibodiesfrom it is an example of
a.
b.
c.
d.
__
Inflammatory response - active immunity
Immune response - active immunity
Inflammatory response - passive immunity
Immune response - passive immunity
,
10. Which method provides the most protection against HIV infection?
a.
b.
co
d.
__
Contraceptive Jelly
Condoms
Spermicide
Contraceptive Pill
11. Chlamydia shows
a.
b.
c.
d.
__
Symptoms right away
Painful blisters
Symptoms 2-6 weeks after infection
Redness around the genitals
12. The STI that has three stages is
a.
b.
c.
do
__
Antibiotics
Prescription medication
Antiviral drugs
No cure
Scabies
Genital Herpes
Gonorrhea
Syphilis
13. An individual with AIDS will have CD4 (t-cells) around
a. > 1,000
b. 500
c. 200
d. 1,000
--
14. Which of the following is the only contraceptive method that will reduce your risk of
contracting a sexually transmitted infection (STI)?
Owego 509
a.
b.
c.
d.
Condom
Birth Control Pills
IDD
Nearing
15. What are three types of birth control?
a.
b.
c.
d.
__
Hormonal, barrier, statistical
Hormonal, behavioral, barrier
Barner, hormonal, behavioral/surgical
Methodical, statistical, synthetic
16. What are the advantages ofthe contraceptive pill?
a.
b.
c.
d.
It can diminish menstrual cramps and bleeding
IT makes the menstrual cycle more regular
It reduces risks of endometrium and ovarian cancer
All of the above
__
17. The body has three main defenses. The defense that is nonspecific and works against
all pathogens is called
a.
b.
c.
d.
__
The
The
The
The
immune response
inflammatory response
barrier response
main system response
18. A NuvaRing is a type of
birth control.
a. Behavioral
b. Hormonal
c. Environmental
d. Methodical
__
19. A diaphragm is a type of
a.
b.
c.
d.
__
Behavioral
Statistical
Barner
Synthetic
20. A tubal ligation is a type of
a.
b.
c.
d.
birth control.
Environmental
Statistical
Methodical
Behavioral/Surgical
birth control.
Owego 510
__
21. A mosquito transferring malaria from one person to another is an example of
a.
b.
c.
d.
--
22. What is the difference between an STD and an STI?
a.
b.
c.
d.
__
Cure HIV
Work to keep the viral load down
Work to clean out contaminated blood
Work to speed up the HIV process
24. Opportunistic infections are infections that
a.
b.
c.
d.
__
STD's cannot be cured and STI's can be cured
STD's are more severe than STI's.
STD's attack your internal organs, and STI's attack body chemicals.
They are the same thing.
23. After contracting HIV, antiretroviral drugs,
a.
b.
c.
d.
__
Direct contact
Indirect contact
Airborne
None of the above
Occur
Occur
Occur
Occur
to people who
only to people
to people who
only to people
do not have healthy immune systems
who use drugs
have healthy immune systems
who are sexually active
25. The only 100% way you can avoid contracting an STI is
a.
b.
c.
d.
Condoms
Birth control pill
Abstinence
Only have oral sex
Modified True/False
Indicate whether the statement is true or false. If false, change the identified word or phrase to
make the statement true.
26. Antibiotics work against both viruses and bacteria.
27. Cilia is a type of chemical barrier to keep pathogens out ofthe body.
28. HIV is transmitted through blood, sexual secretions, the placenta and breast milk.
29. The number one symptom of any STI is abnormal discharge from the penis/vagina.
Owego 511
30. Chlamydia, gonorrhea and syphilis are all caused by bacteria.
31. Contracting an STI increases your susceptibility of contracting HIV/AIDS.
32. HIV consists of four stages, acute infection, asymptomatic stage, symptomatic stage and
HIV.
33. Sexual contact with another person is an example of direct contact.
34. Hepatitis B is a viral STDthat attacks the spleen and can cause extreme illness and death.
35. When contracting herpes, HSV-l is always in the mouth and HSV-2 is always in the genitals.
Matching
Match each term with the correct definition below.
a.
b.
c.
d.
e.
Intrauterine device
Condoms
NuvaRing
Abstinence
Depo Provera
__
36. A form of birth control that protects you 100% from pregnancy and STD's
__
37. A hormone injection that lasts about 3 months, which is 97% effective against
pregnancy.
--
38. Reduces the risk formales and females from STD's and is 99% effective if used
correctly against pregnancy.
__
39. Implanted in the female and can last between 1 to 10 years.
__
40. Releases progesterone and estrogen into the female, is 99% effective against
pregnancy, and does not protect against STD's.
Matching
a.
b.
c.
d.
Gonorrhea
Genital Herpes
Human Papillomavirus
Syphilis
e. Pubic Lice
__
41. Symptoms of warts or soft fleshy lumps may become present after a few months.
There is no cure. Ifleft untreated it can increase the individual's risk of cervical cancer or
penile cancer.
Owego 512
__
42. This STI has three stages which range from a painless open sore to an unusual rash
anywhere on the body and can be treated with penicillin.
__
43. Bacteria STI which is transmitted through vaginal, oral or anal intercourse. It is
curable by taking antibiotics. Males typically experience symptoms, while females are
commonly asymptomatic.
__
44. An STI that may be contracted through close physical contact. There does not need to
be penetration or any exchange of bodily fluids.
__
45. An STI that can be transmitted at any point because the infection is always present.
There is no cure for this STI.
Matching
a.
b.
c.
d.
e.
RN
AIDS
Transmitted
Not Transmitted
Western Blot
__
46. Unprotected sexual intercourse, the sharing of needs or sharp objects, and mother to
child are three ways in which HNI AIDS is
_
__
47. The weakening of the immune system by damaging the CD4 cells or the T-cells.
__
48. This looks for HN antibodies in your blood.
__
49. Sharing clothes, toilets, utensils and touching an HIV infected person are examples of
howHNis
----------
--
50. When an individual's t-cells fall below 200.
Short Answer Question (5 points)
Please answer the following question on the back of your answer sheet. All answers should be
written in complete sentences.
What steps should a teen take if they believe they have been exposed to a STD?
Owego 513
Name:
-----------------------
Communicable
Class:.
---------~Date: -----
Diseases, Contraception, STI's, HIV/AIDS Exam
Answer Sheet
Modified TruelFalse
Multiple Choice
l.
O.
2.~
3.
It
23.-B24.
25.
A
C
26.
F
27.
r-
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Ph'1S1eoJ
28.L
r-
4. -C.
29.
5. -A
30.1-
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A
O
31.
C.
8. --
33.
9.
34.
r::
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e
35.
yo
Sø1ne-hMIJ
CL
Matching
6.
7.
la.
e
--
11. -12.
D
13. -C.
A
14. --
C
16. -D
15.
ß
17. --
32.
1'"
-
Jf'
o.tuJe f6YMPJ 6¥M¡'h, It, oj
U~'1Q1.
Matching
36.1L37.
38.
t
ß
39.JL
e.
40.
Matching
18.
,ß
19.
20.
C.
D
21.
5
43.
D
Ps
22.
D
44.
t.
41.
42.
45.·
C
ß
46.
C
47.JlL.
48.Í-_
49.
D
50~
ß
bbffl.
Owego 514
Name:
-----------------
Communicable
Class:
Date:
-------
----
Diseases, Contraception, BTl's, mV!AIDS Exam
Answer Sheet
. Multiple
Choice
Modified True/False
l. ---
23.
2. --
24. --
3. --4.
--
25. --
26. --
27. -28. -29. --
--
5. --
30.
6. ---
31. --
7. --
32. --
8.
33. --
--
--
9. --
34.
lO.
35. --
---
--
II. --
Matching
12. --
36.
Matching
13.
37. --
14. --
38.
IS.
16.
--
39. --
---
17.
,
40. -Matching
18.
19.
--
--
41. --
20.
42. --
21. --
43..--
22.
44. --
--
45._.._
46. -47.
_._-
48.
---
49. -50. --
T
Owego 515
OWEGO FREE ACADEMY
1 Sheldon Guile Blvd., Owego, NY 13827
Course Guide
2011 - 2012
;
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Owego 516
PHYSICAL EDUCATION - GRADING
Students'
grades are broken down and each unit based on the following criteria:
1.
Participation - 50 % - 50 points out of 100 are based on participation in class as
defined by the rubric standard for that particular activity. You will receive from 1-5
points for your daily participation.
2.
Preparation - 15 % - 15 points out of 100 are based on your daily preparation for class
- changing into appropriate attire (shorts, sweats, t-shirt, socks, SNEAKERS, no jeans).
Quiz - 15 % - 15 points out of 100 are based on a paper and pencil quiz given in each
activity. Students will be required to know basic rules, techniques and strategies for each
activity.
3.
4.
SI<iII - 20 % - 20 points out of 100 are based on a standard of skill for each activity. No
student will receive less than 14 points for a skill level thus promoting students to try
unfamiliar activities.
HEALTH
HEALTH EDUCATION
y, credit
(Required Course)
Health at the High School level is the culmination of a comprehensive K-l2 Health Education
Program. The desired results are students who will demonstrate knowledge, skills and attitudes
necessary for choosing a healthy lifestyle. Using the basic core of information developed at the
elementary and intermediate levels, the student is offered the opportunity to investigate and
formulate his or her own personal philosophy concerning health issues facing adolescents today.
The course is student oriented with discussions, cooperative group activities, performance
assessments and other formal and informal opportunities for individual expression. Topics covered
include WelIness, Mental Health, Personal Development and Decision Making, Nutrition, Exercise
for Fitness, and Substance Use and Abuse.
HEALTH & FITNESS
Y, credit (Elective)
This is an elective course where students will closely examine their understanding of, and
current status in the elements of health. They will be exposed to the components of physical
fitness and be able to plan and write an individual exercise prescription, which they will
implement during class using the fitness facilities at OF A. Cardiovascular risk management,
nutrition and increasing or maintaining a productive level of energy, all which contribute to an
improved quality of life, will be discussed.
30
1lll1IIiIIII__
••
••
••
••
••
••
••
••
••
••
••
••
•
••
••
••
••
-----
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2011-2012
"-
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OWEGO APALACHIN MIDDLE SCIIOOL
3 SHELDON G-VILE BOULEVARD
OWEGO, N.Ye 13827
~~.-.~ ..
Owego 517
STUDENT HANDBOOK
..
..
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_!!!
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.~-~---~~--~-=,-~
.
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Owego 518
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HEALTH PROGRAM
(¡
HEALTH 8 - Students will continue to learn decision making skills throughout the course. The
teacher provides instruction on a variety of topics that may inelude alcohol, communicable
diseases, mental health, physical fitness, and stress management. This is a 10 week course for all
8th grade students.
l
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PHYSICAL EDUCATION PROGRAM
OAMS students will be exposed to many more units in Physical Education class than in the
elementary school. These units will include team sports, swimming, project adventure, climbing
wall, and several others. Middle school students in Physical Education elass are graded on
participation, skill, preparedness, and knowledge of content. All students are given opportunities
to demonstrate varying skill levels throughout different units over the course of the year.
All students will dress appropriately for Physical Education
by the dress code. If a student does not change for class,
student's grade. All students are expected to participate in
by a physician and there is a written note from the physician
class, which means clothes must abide
it will have a negative impact on the
all activities, unless otherwise advised
on file with the school nurse.
Students are expected to be prepared, participate, be safe, and more importantly have fun. This is a
th
full year course that meets every other day, for all 6th, ih, and 8 grade students.
12

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Transcription

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