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Bettina Loell-Hull

Read 520

12.15.11

Read 520Integrating Technology

Final Project

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•Unit on AIDS for Grades 9-12

•Biology Standard 10e

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This unit on HIV/AIDS consists of 5 lessons:1. Frontload vocabulary using PPT presented on Interactive Whiteboard with illustrations that support

concepts and flow map depicting HIV infection to full blown AIDS. Students complete an anticipation guide or pretest, complete a sequential graphic organizer, take Cornell notes, and complete a vocabulary matching test.

2. 1st Video: One teen’s story who got infected with HIV by her first boyfriend with follow-up discussion, completion of graphic organizer, and quick write.

3. Video II on sexual diseases, personal stories, and medical advances with follow-up discussion, completion of graphic organizer, and quick write.

4. Reading of Holt Biology text on HIV/AIDS (pgs. 934-935) with follow-up discussion and response to literal and high level questions on HIV/AIDS. Students read and mark up text on the smart board and write answers to questions into PPT displayed on the smart board. Students complete part 2 of the anticipation guide or the post-test featuring HIV/AIDS all presented on the interactive whiteboard.

5. Culminating Technology Project: Students produce a video using Windows Movie Maker depicting HIV/AIDS from infection to death by Opportunist infections using pictures, creating banners, importing PowerPoint slides, and using sound effects such as music or voice, and stating opinions. The teacher models the activity on the smart board. Students use a Rubric and assignment sheet to guide their work.

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• This lesson is the fifth lesson in a unit on HIV/AIDS consisting of five lessons. The first four lessons provide background knowledge, facts, personal cases, and information from the Biology text. After the fourth lesson, students should have a clear understanding of all issues surrounding HIV/AIDS. They have engaged in a pre-test and a post-test, a sequential graphic organizer on HIV/AIDS, video discussions on the topic, and have answered multiple low level and high level questions on HIV/AIDS.

• The fifth lesson consists of the culminating Technology Project during which students use all the knowledge gained during lessons one to four to create a video expressing their understanding and opinions on the topic of HIV/AIDS expanding beyond basic speaking, reading, and writing skills, expressing their take on the topic with the help of digital media in a creative and innovative manner. Research skills are limited to researching a directory filled with pictures, PowerPoint presentations, and videos provided by the teacher. After the teacher has modeled all components of the Windows media software with examples, students work collaboratively in a group of two working independently using the provided rubric and the “How to Create a Video in Windows Movie Maker” sheet.

• Students communicate their unique views on the topic with the help of their video presentation and a follow-up discussion.

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My Students: • I teach at risk high school students who are in a

restrictive environment with limited access to the Internet. Only authorized web sites can be visited.

• Fifty percent of all students in my school read below fifth grade level. One third of all students are English Language Learners. Literacy is being taught across the curriculum with integrated technology. This HIV/AIDS unit was produced for the Biology classroom and has visual support, graphic organizers, and embedded technology to facilitate support for ELL and low readers. We have two students per computer and will team up for the final technology project in groups of two.

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Content Area: High School Biology Standard 10e:

10. Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human response:

e-Students know why an individual with a compromised immune system (ex.: AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.

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Educational Technology Essential Academic

Learning Requirements (EALRs) EALR 1 – IntegrationStudents use technology within all content areas to collaborate, communicate,

generate innovative ideas, investigate and solve problems.

Components1.1: Innovate: Demonstrate creative thinking, construct knowledge and

develop innovative products and processes using technology.1.2: Collaborate: Use digital media and environments to communicate and

work collaboratively to support individual learning and contribute to the learning of others.

1.3: Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources.

http://www.k12.wa.us/EdTech/Standards/default.aspx

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• Listening and Speaking: 2.2 Deliver expository presentations: Include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs. • Reading Comprehension

2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.• Writing Applications

2.3 Write expository compositions, including analytical essays and research reports: Convey information and ideas from primary and secondary sources accurately and coherently.

Cornell Notes on Vocabulary

Vocabulary (illustration)

Definition

Example

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Create a Movie in Windows Movie Maker

1. Create a movie depicting infection with the HIV Virus to full blown AIDS to death by opportunistic diseases.

2. Open the Windows Movie Maker. 3. Select some of the AIDS and HIV related images located in

the AIDS directory. Import the images into Windows Movie Maker, and click on them and slide them into the storyboard inside of the Movie Maker Software.

4. You may also import and insert audio or music sound clips including voice sound clips. Audio clips are inserted into the sound track stretching across picture clips as desired (insert below video track). You drag them and drop them were you want them and stretch them across the images of your choice.

5. Create an introductory slide and a “credits” slide. 6. You may add writing before, after, or on the images you have

selected. Click on the top horizontal bar / Tools / Title and Credits. You can create titles and captions before, on or after the image. This is also the place where you create the “credits” slide.

7. Save your project as a “project” file and as a “movie” file. This allows you to make changes to your project as needed. Save these files in your directory on the desktop.

8. To make changes to a saved project, open it in Windows Movie Maker and make the appropriate changes.

9. The movie producers will present their projects in class and add comments as needed. They will answer questions and clarify issues.

Have fun!

Pre / Post Test on HIV/AIDS

Sequential Graphic Organizer

3,2,1 Video Response

Essay questions on HIV/AIDS

•Direction for Creating a Video On HIV/AIDS in Windows Movie Maker

Cornell Notes

Video Response Form

While you watch the video, complete the form below. Be ready to share your findings during our class discussion.

Name 3 things that you have learned while watching the video.

Name 2 interesting details that caught your attention.

List at least 1 question you still have:

AIDS - Acquired Immune Deficiency Syndrome

Objectives-What you will learn: 10. Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human response:

e--Students know why an individual with a compromised immune system (ex.: AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.

A. Read Chapter 40, pages 934-935, HIV/AIDS B. Explain the vocabulary using your own words: 1. AIDS (934) 2. HIV Virus (934) 3. opportunistic infections (934) 4. abstinence (935)

C. Please answer the questions in complete sentences: Page 934-HIV Infection

1. When was AIDS first detected? 2. What causes AIDS? 3. How does the HIV virus attack the body? 4. What finally kills a person with AIDS? 5. When is a person HIV positive? 6. How long is the time span between HIV infection and the onset of AIDS? 7. Why have the deaths caused by AIDS decreased from 1997-2001? 8. Why is it important to get tested for AIDS as soon as possible? 9. Look at figure 9 and explain the line graph.

Page 935-Transmission of HIV

10. What is the most common method of spreading AIDS? Name 2 other ways to contract HIV. 11. How can the spread of AIDS be reduced or prevented? 12. Why should mothers with HIV/AIDS not breastfeed their babies? 13. Can AIDS be spread through tears, urine, saliva, and mosquitoes? Why or why not? 14. Answer questions 1-3 in the DATA LAB section. 15. Why is it so important to get tested and treated for AIDS as soon as possible? 16. How do antiviral drugs work?

To open files, double click document in non-presentation

Online Quizzes http://www.glencoe.com/qe/qe1292005.php

Sexually Transmitted Infections and HIV/AIDS Pre and Post Test 1. Which is NOT a high-risk behavior that puts a teen at risk of STDs?

a. engaging in unprotected sex

b. using alcohol and other drugs

c. being sexually active with more than one partner

d. practicing abstinence

2. Which is NOT a consequence of contracting STDs?

a. Improved immune system

b. Sterility

c. Cancer

d. Damage to the nervous systems of unborn children

3. What is the only way for teens to protect themselves completely from STDs?

a. practicing abstinence

b. practicing high risk behaviors

c. choosing healthy partners

d. getting vaccines

4. Which STD can be cured?

a. Genital herpes

b. Hepatitis B

c. Hepatitis C

d. Gonorrhea

5. Which statement about HIV/AIDS is false?

a. New treatments have extended the lives of AIDS patients.

b. There has been an increase in the number of AIDS cases among teens.

c. The overall rate of new cases of HIV has risen since 1985.

d. Teens have the fastest growing rates of HIV infection.

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Student: Brittany / Kim

http://www.youtube.com/watch?v=x-DXOYPm6fE

Student: Robyn / Tom

http://youtu.be/YGD1DTYayGs

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Technology Project (lesson 5) – Software Instruction and Rubric

How to Create a Movie in Windows Movie Maker

1. Create a movie depicting infection with the HIV Virus to full blown AIDS to death by opportunistic diseases.

2. Open the Windows Movie Maker. 3. Select some of the AIDS and HIV related images located in

the AIDS directory. Import the images into Windows Movie Maker, and click on them and slide them into the storyboard inside of the Movie Maker Software.

4. You may also import and insert audio or music sound clips including voice sound clips. Audio clips are inserted into the sound track stretching across picture clips as desired (insert below video track). You drag them and drop them were you want them and stretch them across the images of your choice.

5. Create an introductory slide and a “credits” slide. 6. You may add writing before, after, or on the images you have

selected. Click on the top horizontal bar / Tools / Title and Credits. You can create titles and captions before, on or after the image. This is also the place where you create the “credits” slide.

7. Save your project as a “project” file and as a “movie” file. This allows you to make changes to your project as needed. Save these files in your directory on the desktop.

8. To make changes to a saved project, open it in Windows Movie Maker and make the appropriate changes.

9. The movie producers will present their projects in class and add comments as needed. They will answer questions and clarify issues.

Have fun!

To open files,

double click document in non-presentation

Video and Presentation Rubric (page 1 of 2)

Criteria for Evaluation

4 Much Above Average

3 Above Average

2 Average

1 Below Average

Points Earned

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First slide contains student name and title in a clear manner.

First slide contains student name and title in a clear manner.

First slide contains student name and title. Fonts or background are distracting.

First slide contains student name or title in an unclear manner.

First slide does not contain student name and title in a clear manner.

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HIV is defined clearly and completely.

HIV is defined clearly and completely.

HIV is partially defined in an understandable manner.

HIV is defined partially in a confusing manner.

HIV is not defined.

3 4 ways of HIV transmission are mentioned.

4 ways of HIV transmission are mentioned.

3 ways of HIV transmission are mentioned.

2 ways of HIV transmission are mentioned.

1 or no ways of HIV transmission are mentioned.

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Risk reduction and prevention are addressed.

Risk reduction and prevention are addressed clearly.

Risk reduction or prevention are addressed clearly.

Risk reduction or prevention are addressed in a confusing manner.

Risk reduction and prevention are not addressed.

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HIV/AIDS statistics are from the Bio book and projected to 2011 and supported by a graph.

HIV/AIDS statistics are from the Bio book and projected to 2011 and supported by a clear graphic representation.

HIV/AIDS statistics are from the Bio book and not projected to 2011 but supported by a clear graphic representation.

HIV/AIDS statistics are from the Bio book and not projected to 2011 and not supported by a clear graphic representation.

HIV/AIDS statistics are missing.

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T-cell reduction via the virus is addressed.

T-cell reduction via the virus is addressed clearly.

T-cell reduction via the virus is addressed in a somewhat confusing manner.

T-cell reduction via the virus not addressed.

The T-cells are not mentioned.

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A definition of full blown AIDS is given

The role of opportunistic infections is explained clearly and two examples are given.

The role of opportunistic infections is explained clearly and one example is given.

Role of opportunistic infections is explained well but examples are missing.

The role of opportunistic infections is not explained and no examples are given.

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Technology Reading Project

Read 520

Fall 2011

Bettina Loell-Hull

Catherine Maderazo

To open files, double click document in non-presentation