Learning Activity Template
Title: Freshman AIDS Awareness Campaign—
Curriculum: Cross-curricular (English, Health, Foreign Languages, Science, Math, Technology, Social Studies)
Grade-Level Span: Grade 9
Authors Names & School
Districts: Kristy Casper, Jennifer
Hoffman, Sarah Meyer, Sue Northey Esko/ISD 99
PURPOSE:
To learn about a topic across
the curriculum in a manner that uses the BIG 6 to teach research skills, that
integrate technology into the curriculum, and that fosters cooperation amongst
students and staff.
Students
will produce a product in which they seek, locate, utilize and synthesize
information within the area of HIV/AIDS.
Students will collect information from various disciplines and use the
Big6 process model.
DESCRIPTION:
|
ACTIVITIES (Sample
of activities—See attached for complete project descrition) |
Curriculum Standards |
|
ISTE-NETS |
Information Literacy Standard |
Big 6 |
|
Annotated bibliography (English) |
|
I. A, II. A., III. A-D, III.
A-D, IV. A-C |
1-9 |
|
1-6 |
|
Class packet, unit test, decision making model- Graphic organizer (Health) |
|
I. A |
1-3 |
|
2-4 |
|
Lab sheet (Science) |
|
I. A |
1-3 |
|
2-4 |
|
Timeline- video guide (Social Studies) |
|
I. A |
1-3 |
|
2-4 |
|
Compare and contrast matrix- Venn Diagram statistics, cultural norms, public policy (Foreign Language) |
|
I. A |
1-3 |
|
2-4 |
|
Calculate number of people w/AIDS worldwide, projections of future cases, average life-span, average deaths per day, etc. (Math) |
|
I. A |
1-3 |
|
2-4 |
|
Product options (digital
documentary, web Newspaper, photo essay) (Technology) |
|
I. A, II. A., III. A-D, III. A-D, IV. A-C |
1-9 |
|
1-6 |
TOOLS AND RESOURCES:
3 Product Options
1. Digital
Documentary
Equipment-
computer, microphone, Windows- Moviemaker, access to quiet space, video clips-
digitizer, camcorder, scanner- personal pictures, camera- digital, LCD
projector
Criteria- timeline, community response, decision
making, personal perspective, Big 6
Rubrics- Process and Product/Presentation
2. Web
Page- Newspaper Format
Equipment-
computer, scanner- personal pictures, camera- digital, downloaded images for
newspaper pages
Criteria- timeline, community response, decision
making, personal perspective, Big 6
Rubrics- Process and Product/Presentation
3. Photo
Essay
Equipment-
computer, Windows- Moviemaker or Powerpoint, scanner- personal pictures,
camera- digital, note cards, microphone at presentations, LCD projector
Criteria- timeline, community response, decision
making, personal perspective, Big 6
Rubrics- Process and Product/Presentation
RESOURCES NEEDED FOR CAMPAIGN
ASESSMENT:
Attached as rubrics.
CREDITS (INCLUDING
CONTACT INFORMATION):
Kristy Casper kcasper@esko.k12.mn.us
Sue Northry sunorthey@esko.k12.mn.us
Jennifer Hoffmann jhoffmann@esko.k12.mn.us
Sarah Meyer smeyer@esko.k12.mn.us
COMMENTS:
This has not been tested. The timeline for implementation follows
Timeline of Campaign
Monday December 4th-
Friday Dec. 8th- Research and learn about
HIV/AIDS-through classroom activities and assignments
Monday December 11th-
Friday Dec 15th- Organize and create products (
digital documentary, web page, photo essay)
Wednesday December 20th
– present products to audience
Used with permission of the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) Project (http://www.iste.org or http://cnets.iste.org) Contact: Lajeane Thomas, Louisiana Tech University, P.O. Box 3161, Ruston, LA 71272; Voice: 318 257-3923 Email: lthomas@latech.edu
Freshmen AIDS Awareness Campaign
Objective:
Students will produce a product in which they seek, locate, utilize and
synthesize information within the area of HIV/AIDS. Students will collect information from
various disciplines and use the Big6 process model.
Students will work
independently or with 1 partner
Students will present their
products to fellow classmates, parents, staff, community members.
Timeline of Campaign
Monday December 4th-
Friday Dec. 8th- Research and learn about
HIV/AIDS-through classroom activities and assignments
Monday December 11th-
Friday Dec 15th- Organize and create products (
digital documentary, web page, photo essay)
Wednesday December 20th
– present products to audience
Wednesday Dec 20th
|
Time |
Presentation |
|
11- 12:15 |
Web pages/ Photo Essays |
|
|
Freshmen Lunch |
|
|
Digital Documentaries |
Assessment-
Process rubric
Discipline specific resources will be
created
Product/presentation rubric
Focus Areas:
i.
Timeline
Historical
events
Facts
within time frame
ii.
Community
Response
Discrimination
Economics
Cultural
norms- perceptions
Future
Government
response- intervention, funding, United Nations
Access
to information- fact vs fiction, resources
iii.
Decision Making
Prevention
Testing
Treatment
Personal
Values- ethics/religion/family
Proactive
decision making- abstinence
iv.
Personal
Perspective
Questions-
investigating personal biases/opinions
Co-curricular
Design Template
|
Discipline |
Focus Area |
Resource Tool |
|
English |
Research process,
literature, non- fiction reading strategies |
Product and annotated
bibliography |
|
Health |
Immune system- HIV/AIDS
transmission, decision making, prevention |
Class packet, unit test,
decision making model- Graphic organizer |
|
Science |
Transmission Lab/ Analyzing chemical
composition- compare and contrast |
Lab sheet |
|
Social Studies |
History of the disease |
Timeline- |
|
Foreign Language |
French speaking, Hispanic
speaking populations |
Compare and contrast
matrix- Venn Diagram statistics, cultural norms, public policy |
|
Math |
Projections and cost of the
disease |
Calculate number of people
w/AIDS worldwide, projections of future cases, average life-span, average
deaths per day, etc. |
|
Technology |
Product- digital
documentary, photo essay, web page- newspaper |
|
3 Product Options
1. Digital
Documentary
Equipment-
computer, microphone, Windows- Moviemaker, access to quiet space, video clips-
digitizer, camcorder, scanner- personal pictures, camera- digital, LCD
projector
Criteria- timeline, community response, decision
making, personal perspective, Big 6
Rubrics- Process and Product/Presentation
2. Web
Page- Newspaper Format
Equipment-
computer, scanner- personal pictures, camera- digital, downloaded images for
newspaper pages
Criteria- timeline, community response, decision
making, personal perspective, Big 6
Rubrics- Process and Product/Presentation
3. Photo
Essay
Equipment-
computer, Windows- Moviemaker or Powerpoint, scanner- personal pictures,
camera- digital, note cards, microphone at presentations, LCD projector
Criteria- timeline, community response, decision
making, personal perspective, Big 6
Rubrics- Process and Product/Presentation
RESOURCES NEEDED FOR CAMPAIGN
|
|
Poor |
Average |
Excellent |
Exceeds Expectations |
|
Timeline |
A visual representation that
focuses on less than 10 major events in the history of HIV/AIDS.
(1950-present) Timeline is somewhat clear, may be too long or too short, and
does not capture interest of viewer |
A visual representation that
focuses on 10-15 major events in the history of HIV/AIDS. (1975-present)
Timeline is clear, concise, efficiently shares major events, and is interesting |
A visual representation that
focuses on 20 major events in the history of HIV/AIDS. (1975-present)
Timeline is clear, concise, efficiently shares major events, is interesting
and creative |
A visual representation that
focuses on 20 major events in the history of HIV/AIDS. (1975-present)
Timeline is clear, concise, efficiently shares major events, connects major
events to the average person, is interesting and creative |
|
Decision-making |
Discussion encompasses some
of the following aspects: Prevention-personal/social, testing
rationale/testing places, treatment, personal values-ethics/religion/family,
proactive vs. reactive decision making- abstinence |
Discussion encompasses many
of the following aspects in an analytical manner: Prevention-personal/social,
testing rationale/testing places, treatment, personal values-ethics/religion/family,
proactive vs. reactive decision making- abstinence |
Discussion encompasses all
of the following aspects in an analytical and mature manner:
Prevention-personal/social, testing rationale/testing places, at-risk
behaviors, personal values—ethics/religion/family, proactive vs. reactive
decision-making--abstinence |
Discussion encompasses all
of the following aspects in an analytical, mature, and personal manner:
Prevention-personal/social, testing rationale/testing places, treatment,
personal values-ethics/religion/family, proactive vs. reactive decision
making- abstinence |
|
Community Response |
Discussion encompasses some
of the following aspects:
Discrimination, economics, cultural norms- perceptions future,
government response- intervention, funding, United Nations, access to
information- fact vs fiction, resources |
Discussion encompasses many
of the following aspects in an analytical manner: Discrimination, economics,
cultural norms- perceptions future, government response- intervention, funding,
United Nations, access to information- fact vs fiction, resources |
Discussion encompasses all
of the following aspects in an analytical and mature manner: Discrimination,
economics, cultural norms- perceptions future, government response-
intervention, funding, United Nations, access to information- fact vs
fiction, resources |
Discussion encompasses all
of the following aspects in an analytical, mature, and personal manner:
Discrimination, economics, cultural norms- perceptions future, government
response- intervention, funding, United Nations, access to information- fact
vs fiction, resources |
|
Personal Perspective |
Each group member says
something about his/her personal biases/opinions |
Each group member explores
his/her personal biases/opinions in an honest and open matter. The discussion is mature, clearly
expressed. |
Each group member explores
his/her personal biases/opinions in an honest and open matter. The discussion is mature, clearly
expressed, and is non-threatening. |
Each group member explores
his/her personal biases/opinions in an honest and open matter. The discussion is mature, clearly
expressed, and is non-threatening so as to invite others into the
discussion. A forum is created for
others to share their thoughts and feelings. |
|
Presentation |
Only one group member
participates in the presentation. The
presentation is disorganized, unclear, and incomplete |
Both group members
participate in the presentation (or the individual in an individual
group). The presentation is somewhat
organized, fairly easy to follow, and is complete. |
Both group members
participate in the presentation (or the individual in an individual
group). The presentation is organized
and easy to follow. The presenters are
easily heard and the presentation is complete. |
Both group members
participate in the presentation (or the individual in an individual
group). The presentation is organized
and easy to follow. The presenters are
easily heard and the presentation is complete. The presenters are comfortable answering
audience questions about the project and the information in the project. |
|
|
Poor |
Average |
Excellent |
Exceeds Expectations |
|
Task Definition |
Task is stated and an
attempt is made to state what the group will produce, what topics or
questions need to be answered, and what information may be needed |
Task is redefined and put
into terms that clearly state what the group will produce, what topics or
questions need to be answered, and what information may be needed. |
Task is redefined and put
into terms that clearly state what the group will produce, what topics or
questions need to be answered, and what information may be needed. The information is presented in an outline
format. |
Task is redefined and put
into terms that clearly state what the group will produce, what topics or
questions need to be answered, and what information may be needed. The information is presented in a graphic
organizer or outline format. |
|
Information seeking
strategies |
A list of possible sources
is generated through brainstorming. |
A list of possible sources
is generated through brainstorming and an attempt is made to prioritize
according to best possible sources.
The list includes a variety of sources. |
Two lists are generated
through brainstorming: a list of possible sources that is prioritized
according to best possible sources.
The prioritized list includes a variety of intellectual and physical
sources (ie: people, books, Internet, brochures) . |
Two lists are generated
through brainstorming: a list of possible sources that is prioritized
according to best possible sources.
The prioritized list includes a variety of intellectual and physical
sources (ie: people, books, Internet, brochures) that includes professionals
within the medical community and scholarly journals. |
|
Location and access Use of information |
An annotated bibliography is
created. Some sources are correctly
cited using the MLA style. Annotations
include some information from the sources that may be used in the project. Bibliography is useful, but group members
need to revisit sources frequently to gather more information. |
An annotated bibliography is
created. Most sources are correctly
cited using the MLA style. Annotations
include quotes, paraphrases, and facts from the sources that may be used in
the project. Bibliography is a useful tool for the group members to use in
creating the project. There is limited
need to revisit the sources to gather more information |
An annotated bibliography is
created correctly citing sources using the MLA style. Annotations are thoughtful and include
quotes, paraphrases, and facts from the sources that may be used in the
project. Bibliography is a useful
tool for the group members to use in creating the project. There is no need to revisit the sources to
gather more information. |
An annotated bibliography is
created correctly citing sources using the MLA style. Annotations are thoughtful and include
quotes, paraphrases, and facts from the sources that may be used in the
project. |
|
Synthesis |
Information from the annotated
bibliography is organized into creating the chosen project. The information is presented,
an attempt is made to cite the sources. |
Information from the
annotated bibliography is organized into creating the chosen project. The information is clearly presented,
properly cited, and shows evidence of student analysis in presentation. |
Information from the
annotated bibliography is organized into creating the chosen project. The information is clearly presented,
properly cited, well-organized, and shows evidence of student analysis and
integration with student ideas in presentation. |
Information from the
annotated bibliography is organized into creating the chosen project. The information is clearly presented,
properly cited, well-organized, and shows evidence of student analysis with
integration of student ideas in presentation.
The information is presented in a professional manner that could be
used to lead a community discussion. |
|
Evaluation |
Students use the product and
process rubrics to score their own projects and the projects of their
peers. |
Students use the product and
process rubrics to score their own projects and the projects of their
peers. The evaluations are objective
and include some thoughtful comments and criticisms. |
Students use the product and
process rubrics to score their own projects and the projects of their
peers. The evaluations are objective
and include thoughtful comments and criticisms that correspond to the score
given. |
Students use the product and
process rubrics to score their own projects and the projects of their
peers. The evaluations are objective
and include many thoughtful comments and criticisms that correspond to the
score given. |