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AIDS ASSESSMENT PROJECT AND
WEBQUEST
NAME:
SUBJECT/ GRADE LEVEL: Interdisciplinary: Health Grade 8 and above, Language Arts, Art, Technology and Library Media
CONTENT: AIDS Unit
LEARNING STYLE STRATEGY: Webquest, essay, art project
MULTIPLE INTELLIGENCES: Visual/spatial, Verbal/linguistic,
Logical
NJ CORE CURRICULUM CONTENT STANDARDS:
HEALTH
2.1 All students will learn and apply health promotion concepts
and skills to support a healthy, active lifestyle.
2.2 All students will learn health-enhancing personal, interpersonal,
and life skills to support a healthy, active life.
LANGUAGE ARTS LITERACY
3.1 All students will understand and apply
the knowledge of ... to become independent and fluent readers
and will read a variety of materials and texts with fluency and
comprehension.
3.2 (WRITING) All students will write in clear, concise, organized
language that varies in content and form for different audiences
and purposes.
3.5 (VIEWING AND MEDIA LITERACY) All students will access, view,
evaluate, and respond to print, nonprint, and electronic texts
and resources.
VISUAL AND PERFORMING ARTS
1.1 All students will acquire knowledge and skills that increase
aesthetic awareness in dance, music, theater, and visual arts.
1.2 All students will refine perceptual, intellectual, physical,
and technical skills through creating dance, music, theater,
and/or visual arts.
1.3 All students will utilize arts elements and arts media to
produce artistic products and performances.
COMPUTER AND INFORMATION LITERACY
8.1 All students will use computer applications to gather and organize information and to solve problems.
INFORMATION LITERACY STANDARDS
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 7: The student who is contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
TIME ALLOTTED FOR COMPLETION OF PROJECT: 4-6 Health class periods, 2- 4 Computer class periods, 2 - 4 Library periods, 2 - 4 art periods. The student should have ample time to complete this project in school.
MATERIALS/ EQUIPMENT: Packet containing scoring rubric,
a notetaking packet, downloadble below, access to the Internet
in the Library, Health and Computer classes , construction paper,
poster board, markers or paints or colored pencils.
1) PURPOSE: The student will demonstrate that he or she understands the AIDS epidemic and its impact on Public Health, will list the ways they themselves could be at risk, will write a reflective essay exploring the metaphor of the AIDS Quilt and will create his or her own paper or mixed media quilt showing the components of this unit.
2) ASSIGNMENT: The
student will visit the sites listed on the AIDS
WebQuest and complete an informational packet. Using their notes from these visits, the student will reflect on the meaning of a quilt as a metaphor for AIDS and write a reflective essay on the quilt as metaphor and on how completing this project impacted his or her thinking. The essay will be typed and attached to packet containing notes. The essay should have at least 3 paragraphs including an introduction, a body and a conclusion, but will ideally have more. It should be well thought out and logical.
The student will hand in the outline and
notes packet completed neatly.
The student will choose a quilt motif that
appeals to them and design a quilt which contains at least 8
squares (or circles, diamonds, triangles, etc.) and a frame enclosing
the entire piece. One piece or square will be devoted to each
of the following areas:
1. Definition of AIDS (including what acronym
stands for).
2. List the ways it is transmitted (at least 3).
3. List the signs and symptoms (at least 5).
4. Either draw a series of pictures of how the HIV virus invades
the bloodstream and/or list the sequence of events.
5. List the ways AIDS is not transmitted (at least 4).
6. Name a prominent person who has either died of AIDS or publicly
acknowledged they are HIV positive - What were the risk factors
contributing contracting the disease, how long they have/had
disease, what they did/ are doing to help educate the public?
7. List some ways in which people diagnosed with HIV or AIDS
have suffered from prejudice or discrimination (at least 2).
8. List risk factors (at least 3) and precautions one should
take to avoid contracting the disease with abstinence presented
as most reliable way to avoid it (at least 2).
* The numbers in parentheses are minimal
amounts only. An A+ quilt provides more than the minimum.
Grading: The project will be graded according
to a rubric.
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