Objective: To use as an icebreaker for a lesson on STIs and HIV/AIDS. Upon completion, participants should be able to demonstrate a clear understanding of the definition of "sexual contact," modes of transmission, risk factors and risk reduction, and the differences between bacterial and viral infections.

Time: From 15 to 45 minutes, depending on length of post-activity discussion

Materials:

• One 3x5 index card
• Pencil
• Paper Plate
• Brown Lunch Sack
• Plain or Peanut M&Ms (approximately 1 lb. of each for 15 participants)

Preparation:

Separate candy into color groups, and put approximately 20-30 of the same color pieces in a bag for each participant so that each player begins the game with only one color of M&Ms. (BONUS: You won't use the blue or brown peanut ones, so you can eat those while you work!)

Code:

• Plain Brown = Health (either treatment or abstinence)
• Plain Blue = Condoms or Dental Dams
• Plain Green = Trichomoniasis
• Plain Yellow = Gonorrhea
• Plain Red = Chlamydia
• Plain Orange = Syphilis
• Peanut Green = HIV
• Peanut Red = Hepatitis B
• Peanut Orange = Herpes
• Peanut Yellow = HPV

(Note that bacterial infections are represented by plain M&Ms and viral infections are represented by peanut M&Ms.)

Beginning the Game:

Announce that you want to start out with a game as a way of learning one another's name, and to help the group start sharing in a fun way. Distribute a 3x5 card and pencil to each person. Paraphrase this introduction:

I have just given you a card and pencil. In a moment I am going to give you a paper sack containing M&Ms, but you can't eat them yet. When I say "Go", try to get as many signatures of the other participants on your card and exchange M&Ms before I call time. (Depending on size of group, allow 2 to 3 min.) Go up to anyone in the group and ask them to sign your card, then place 1, 2 or 3 M&Ms in each other's sack. Don't tell how many M&Ms you are giving each other and don't pay attention to the color of the M&Ms.

Processing the Game:

Have them return to their seats, and remind them not to eat the M&Ms yet. Ask:

• Who has more than 5 signatures?
• Who has the most?
• Who has the least?
• What felt more important, getting the signature or the candy?

Distribute the paper plates and have each participant separate their candy into groups.

Explain that each signature represents a sexual contact and the M&Ms represent aspects of sexually transmitted infections.

Tell what each color represented. Maybe write it on the board, or have a chart prepared. Discuss what their cards and M&Ms represent in this situation.

Possible Discussion Questions:

• Does sexual contact just mean sexual intercourse?
• What does this tell us about transmission of STIs?
• After a person is treated for an STI, can they get it or another one again?
• Do more partners = higher risk?
• Can someone have an STI and not know it?
• What lessens or eliminates risk?
• Does treatment mean cured?
• What is the difference between bacterial and viral STIs?