1 Bettina Loell-Hull Read Read 520 Integrating Technology Final Project

2 Unit on AIDS for Grades 9-12 Biology Standard 10e

3 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. 2.1 st 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 ) 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.

4 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.

5 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.

6 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.

7 Educational Technology Essential Academic Learning Requirements (EALRs) EALR 1 – Integration Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Components 1.1: 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.

8 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. 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 To open files, double click document in non-presentation

9 Student: Brittany / Kim Student: Robyn / Tom

10 Technology Project (lesson 5) – Software Instruction and Rubric To open files, double click document in non-presentation

11 To open files, double click document in non-presentation