Describe signs and symptoms of STDs/STIs, including human papillomavirus (HPV), human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS), chlamydia, syphilis

Standards Alignment

• TEKS.115.38.21D primary
  describe signs and symptoms of STDs/STIs, including human papillomavirus (HPV), human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS), chlamydia, syphilis, gonorrhea, herpes, and trichomoniasis, and identify that not all STDs/STIs show symptoms;
• TEKS.115.38.21E primary
  analyze the importance of STD/STI screening, testing, and early treatment for sexually active people, including during yearly physicals or if there is a concern;
• TEKS.115.38.21F primary
  analyze emotional risks that can be associated with sexual activity for unmarried persons of school age, including stress, anxiety, and depression;

Lesson Overview

This Grade 9 health education lesson focuses on helping students identify and describe the signs and symptoms of common sexually transmitted diseases and infections (STDs/STIs), including HPV, HIV/AIDS, chlamydia, syphilis, gonorrhea, herpes, and trichomoniasis. Students will also analyze the importance of regular screening, testing, and early treatment for sexually active individuals, and explore the emotional risks associated with sexual activity for unmarried school-age persons, such as stress, anxiety, and depression. The lesson emphasizes that abstinence is the only 100% effective method to avoid these risks.

Learning Objectives

• Describe the signs and symptoms of common STDs/STIs, including HPV, HIV/AIDS, chlamydia, syphilis, gonorrhea, herpes, and trichomoniasis, and recognize that some STDs/STIs may not show symptoms.
• Explain why regular STD/STI screening, testing, and early treatment are important for sexually active people, including during yearly physical exams or when concerns arise.
• Analyze the emotional risks related to sexual activity for unmarried school-age individuals, such as stress, anxiety, and depression.

Success Criteria

• Students can list and describe signs and symptoms of several STDs/STIs and explain that some infections may be asymptomatic.
• Students can articulate the reasons why screening, testing, and early treatment are critical for sexual health.
• Students can identify emotional challenges that may arise from sexual activity and discuss ways to manage these feelings.

Prerequisite Knowledge

Students should have a basic understanding of human reproductive anatomy and the concept of infectious diseases.

Key Vocabulary

• STD (Sexually Transmitted Disease)
• STI (Sexually Transmitted Infection)
• Human Papillomavirus (HPV)
• Human Immunodeficiency Virus (HIV)
• Acquired Immunodeficiency Syndrome (AIDS)
• Chlamydia
• Syphilis
• Gonorrhea
• Herpes
• Trichomoniasis
• Screening
• Testing
• Asymptomatic
• Emotional Risks
• Stress
• Anxiety
• Depression

Materials and Resources

• Visual aids or posters showing signs and symptoms of STDs/STIs
• Fact sheets or handouts summarizing key information about each STD/STI
• Scenario cards for role-playing emotional risk situations
• Whiteboard or chart paper and markers
• Access to videos or animations explaining STD/STI transmission and prevention (optional)

Teacher Preparation

• Review the signs and symptoms of the listed STDs/STIs to provide accurate information.
• Prepare clear, age-appropriate explanations for asymptomatic infections.
• Develop discussion prompts and role-play scenarios related to emotional risks of sexual activity.
• Gather or create visual aids and handouts to support student learning.
• Plan sensitive and respectful ways to discuss sexual health topics with students.

Detailed Lesson Notes

Signs and Symptoms of Common STDs/STIs

Sexually transmitted diseases and infections can affect anyone who is sexually active. Common STDs/STIs include human papillomavirus (HPV), human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS), chlamydia, syphilis, gonorrhea, herpes, and trichomoniasis. Each infection may have different signs and symptoms, but it is important to understand that not all infections show symptoms, which means a person can have an STD/STI without knowing it. For example, chlamydia often has no symptoms but can cause pain during urination or unusual discharge if symptoms appear. Herpes may cause painful sores or blisters. Syphilis can cause sores at the infection site, followed by rashes. HPV may cause warts, but often has no symptoms. HIV/AIDS symptoms may not appear until the immune system is weakened.

Importance of Screening, Testing, and Early Treatment

Because some STDs/STIs do not show symptoms, regular screening and testing are essential for sexually active individuals to detect infections early. Early diagnosis allows for timely treatment, which can prevent complications and reduce the spread to others. Screening can be done during yearly physical exams or whenever there is a concern, such as after unprotected sex or if symptoms appear. Testing methods vary depending on the infection and may include urine tests, blood tests, or swabs. Early treatment can often cure bacterial infections like chlamydia and syphilis, while viral infections like HIV and herpes can be managed to improve quality of life.

Emotional Risks Associated with Sexual Activity

Sexual activity can bring emotional risks, especially for unmarried persons of school age. These risks include feelings of stress, anxiety, and depression that may arise from concerns about health, relationships, or social pressures. For example, a student might feel anxious about the possibility of having an STD/STI or stressed about how a partner might react. Emotional risks can also stem from peer pressure or fear of judgment. It is important to recognize these feelings and know that support is available through trusted adults, counselors, or healthcare providers. Developing healthy decision-making skills and self-awareness can help manage emotional risks.

Worked Examples

Classroom Activity

Examine visual aids and fact sheets. Participate in discussions about symptoms and asymptomatic infections. Engage in role-play to explore emotional risks such as stress or anxiety.

Guided Practice

Independent Practice

1. Foundational: Name two common signs or symptoms of herpes.
2. Developing: Explain why some people with STDs/STIs might not know they are infected.
3. Application: A sexually active person is worried about STDs/STIs but feels fine and has no symptoms. What should they do and why?
4. Analysis: Compare the emotional risks of sexual activity for unmarried school-age persons with the physical risks of STDs/STIs. How might these risks affect decision-making?
5. Challenge: Describe how regular STD/STI screening and early treatment can reduce community health risks, even when some infections are asymptomatic.

Independent Practice Teacher Answer Key

1. 1. Painful sores or blisters on or around the genital area and itching or burning sensations.
2. 2. Because some STDs/STIs do not show any symptoms, a person can be infected without feeling sick or noticing any signs.
3. 3. They should get screened and tested because many STDs/STIs can be present without symptoms, and early detection helps prevent health problems and spreading the infection.
4. 4. Emotional risks like stress, anxiety, and depression can impact mental health and decision-making, just as physical risks from STDs/STIs affect health. Both types of risks may cause someone to reconsider engaging in sexual activity or seek support and information to make healthy choices.
5. 5. Regular screening identifies infections early, including asymptomatic cases, allowing for timely treatment that reduces the chance of spreading the infection to others. This helps lower overall community transmission and protects public health.

Guiding Questions

• What are common signs and symptoms of STDs/STIs?
• Why might some infections not show symptoms?
• Why is regular screening important?
• What emotional challenges can sexual activity cause?
• How can abstinence prevent these risks?
• Who can you talk to for help or advice?

Common Misconceptions

• All STDs/STIs always show symptoms, so if you feel fine, you are not infected.
• Testing for STDs/STIs is only necessary if symptoms appear.
• Emotional risks related to sexual activity are not as important as physical risks.
• Abstinence is not the only way to avoid STDs/STIs completely.

Differentiation

Assessment

• Ask students to list signs and symptoms of at least three STDs/STIs during class discussion.
• Have students explain why screening is important even without symptoms in a short written response.
• Observe student participation in role-play scenarios about emotional risks.
• Name one STD/STI that can have no symptoms.
• Explain why early treatment is important for STDs/STIs.
• List one emotional risk associated with sexual activity.
• Write an essay describing signs and symptoms of STDs/STIs and the importance of screening and emotional health.
• Create a presentation on how to support peers experiencing emotional risks related to sexual activity.

Answer Guide

• Name two common signs or symptoms of herpes.
  Answer: Painful sores or blisters on or around the genital area and itching or burning sensations.
• Explain why some people with STDs/STIs might not know they are infected.
  Answer: Because some STDs/STIs do not show any symptoms, a person can be infected without feeling sick or noticing any signs.
• A sexually active person is worried about STDs/STIs but feels fine and has no symptoms. What should they do and why?
  Answer: They should get screened and tested because many STDs/STIs can be present without symptoms, and early detection helps prevent health problems and spreading the infection.
• Compare the emotional risks of sexual activity for unmarried school-age persons with the physical risks of STDs/STIs. How might these risks affect decision-making?
  Answer: Emotional risks like stress, anxiety, and depression can impact mental health and decision-making, just as physical risks from STDs/STIs affect health. Both types of risks may cause someone to reconsider engaging in sexual activity or seek support and information to make healthy choices.
• Describe how regular STD/STI screening and early treatment can reduce community health risks, even when some infections are asymptomatic.
  Answer: Regular screening identifies infections early, including asymptomatic cases, allowing for timely treatment that reduces the chance of spreading the infection to others. This helps lower overall community transmission and protects public health.

Real-Life Application

Encourage students to discuss what they learned about STDs/STIs and emotional health with a trusted adult at home to reinforce understanding and support healthy decision-making.

Homework or Home Connection

• Encourage students to discuss what they learned about STDs/STIs and emotional health with a trusted adult at home to reinforce understanding and support healthy decision-making.

Lesson Summary

Students learned to identify signs and symptoms of common STDs/STIs, including that some infections may not show symptoms. They analyzed why regular screening and early treatment are critical for sexually active individuals and explored emotional risks such as stress, anxiety, and depression associated with sexual activity. The lesson emphasized that abstinence is the only 100% effective way to avoid these risks and highlighted the importance of healthy decision-making and seeking support when needed.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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