Georgina Stephens Designing a 21st Century Learning Experience- Core Assignment Pre-Planning Questions: Grade Level: 21st Century

Theme: Context: Sixth Global Awareness What are the causes for the disproportionate infection rate of AIDS among various global communities and how can we raise awareness to combat against this issue? Apply critical thinking skills to determine the root causes of social issues. Communicate and collaborate to contribute to the activism surrounding various social issues. In class, students will determine the causes for disproportionate AIDS infection rates among global communities. In small groups, students will collaborate to contribute to the activism surrounding this issue. 45 minutes for three days (1st day- instruction, 2nd day- group work, 3rd day- presentations) Technology: -Explain that brainstorming is a group problem-solving design process in which each person in the group presents his or her ideas in an open form. (ITEA, STL 9-G) Social Studies: -Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression -Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning -taking technique to record important ideas or information text to search for connections between and among ideas

Long-term Objectives:

Activity Description:

Time Frame: Concepts or Skills:

Mathematics: - 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities - Use ratio and rate reasoning to solve real-world and mathematical problems Language Arts: -Compose texts using the prewriting and drafting strategies of effective writers and speakers -Compose oral, written, and visual presentations that express personal ideas, inform, and persuade -Compose texts using the revising and editing strategies of effective writers and speakers

-Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing -Locate, retrieve and use information from various sources to accomplish a purpose Fine Arts: -Apply elements of art and principles of design to communicate specific ideas in visual compositions Decision Making: -Apply decision making to personal decisions and problems

THE LEARNING EXPERIENCE: Day 1- Determining the Reasons for the Disproportionate AIDS Infection Rate (Instruction) Launch (Engage)- 5-7 minutes: NOTE: Students have been learning about the symptoms of and prevention for AIDS in their health class. The purpose of todays social studies lesson is to draw on their previous knowledge about the basics, but extend this basic knowledge and take a social justice standpoint. We will analyze the reasons for high rates of AIDS in only certain areas of the world. We will discuss how poverty impacts other aspects such as health care and education. We will be very dramatic and serious throughout our engaging activity. Before class, we will have placed large red construction paper dots on eight desks (we have 24 students in our class). This is to symbolize the infection rate for D.C., 1 in every 3 people, 33% of the population, live with AIDS. When students come in, we will welcome them and ask them to stand up. We will ask the students with dots to hold up their dots. We will then have the students with dots sit down (the rest of the class will keep standing). We will ask everyone to stand up again and then choose three students to keep their dots, and ask that the rest of the students pass their dots up. The three students who keep their dots represent the infection rate in the U.S. (1 in every 8 people, or 12.5%) and will sit down. This shows how the D.C. AIDS rate is part of the U.S. AIDS rate. We will ask all students to stand and pass up their dots. We will walk around the room and distribute 6 dots to new students. As we distribute the dots, we will ask the students who receive a dot to sit down. This represents the AIDS rate in South Africa. (25% of the population lives with AIDS). We will ask students to rise and pass up their dots. I will rip a tiny section off of one dot. We will walk around the room and distribute this section to a student. This represents the AIDS rate in Australia (.06% of the population lives with AIDS) We will continue this process for UK, Brazil, Canada, and India (in that order, so students get a sense of contrast). For UK, one student will get an even smaller ripped section to represent .008% of the population living with AIDS. For Brazil, 4 students will get whole dots and 1 student will get of a dot, representing the 19.75% infection rate. For Canada, one student will get small section of dot representing .06% infection rate. For India, 4 students will get whole dots, and one student will get a dot ripped in half to represent the 19% infection rate. We will then ask students, Considering what youve been learning about recently, what do you think the dots represent. Why do you think you had to sit down? Why did we give different amounts of students different amounts of dots each time? We will allow students a few minutes to engage in a brief think-pair-share. We will let them know they are about to find out and then we will read the objective: Today, Students will be able to collaborate in small groups to utilize the research method in order to explore the causes for the disproportionate global AIDS infection rate. Students will then share their knowledge and reasoning during a class discussion. We will ask if anyone can define disproportionate. If no one answers, we will define it as unequal. Some places have higher AIDS rates than others. NOTE: information taken from http://www.globalhealthfacts.org/

Explore- 20-25 minutes: We will explain that in order to meet this objective, they will work in small groups and use the wheel-in set of computers to do some research. We will place groups of cards (cut-outs of map of each place discussed in the warm-up, they are attached to the lesson) at each desk and ask that students pick one card. We will give them a few minutes to find the other two members of their group. Once they are in groups, we will pass out the worksheet and explain the instructions on the worksheet. Students will visit several websites to research about the place on their card. They should note the following: o Population o Number of people living with AIDS in 2011 o Number of people who died from AIDS in 2011 o Number of people who live in poverty o Information regarding the quality of health care o Information regarding quality of education o Any other reasons they can find that explain the disproportionate AIDS infection rates Once students collect this information, they will use the numbers they found to calculate the rate of people living with AIDS, the rate of people who died from AIDS, the rate of people who live in poverty. They will then use these fractions to calculate a ratio. They will set each fraction equal to X/24 and cross multiply and divide to determine what statistic we used for our engaging activity. They will show these calculations on the worksheet and also note which one statistic we used: rate of poverty, rate of people living with AIDS, rate of people who died from AIDS. One of their calculations will match one round of the engaging activity. For example, if they calculate 1.2, 5, or 2.3, out of 24. 5 students had dots at one point during the engaging activity. They will select the corresponding statistic. As students are working, we will draw three number lines on the board. Each number line will start at 0% and end at 100%. When students figure out the percentages for people living with AIDS, people who died from AIDS, and poverty rate, they will come to the board and tape a red dot in the appropriate place on the number line. For example, if 60% of the people live in poverty, students will find the poverty number line, decide where 60% belongs, mark 60%, and then stick their dot above 60%. We will ask them to write the name of their place on the dot. As students are working, we will walk around to answer questions, to glance over student work, and to formatively assess students research, collaboration, and mathematical skills. We will call time after 20-22 minutes have passed to begin our discussion. Present (Explain) 10-12 minutes: When students return to their seats, we will ask each group to present their research and their calculations. We want to know the numbers, and the percentages they found and calculated. Once all groups present, we will turn to the number lines. The number lines will represent the different percentages of people who live with AIDS, die from AIDS, and also the poverty rate in each of the countries. We will ask, So who can tell us what they see from these number lines? Many of the places on this end (point to higher end) of the living with AIDS number line, also appear where on the other number lines? We will allow students to answer. We will ask, So what can we infer? (Judging from the way students answer, we will scaffold discussion to facilitate an understanding that the places with high infection and death rates also have high poverty rates). We will also ask, What about the U.S.? The U.S. is a relatively wealthy country, but it has one the worlds highest AIDS infection rates. Why? Think about the poverty rate for D.C.? (We want students to understand that although the U.S. is a wealthy country, there are places of great in the U.S., like our Nations Capital). We will ask, Lets look at the living and death rates. If each place has more people living with AIDS than dying from AIDS, what can we possibly infer about the amount and quality of health care they receive? Remember, this is an inference. It may not necessarily be the case, but we can make an educated guess. We will allow students to answer. What else could this mean? More people living with AIDS than dying from it or vise versa? There are no right or wrong answers, just good ideas. (Basically we want students to analyze the statistics and draw reasonable inferences from the statistics) After students answer we will ask, Okay so what are some other things you found about potential causes for AIDS in certain areas? What about information about education and health care? Did high poverty areas tend to have quality health care or not so good health care? We will call on a group to answer. Then ask, did anyone find anything similar, different? What about education? Did anyone find anything similar,

different? We will let students answer. Did anyone find anything else? We will call on a group to answer, and then ask, did anyone find anything similar, different? As students talk about what they found, we will write ideas on a poster. We will first write Poverty then ask students to come up after they say each reason and write their ideas on the poster underneath Poverty so they can see how Poverty is the overarching system that affects these other aspects. We will ask, So, we just learned that people who live in poorer places do not have equal access to health care and education, as well as to other resources. That means they probably dont have the same knowledge and tools and prevent and fight against AIDS as people in wealthier parts of the world since money directly funds health care and education. Is that fair? Is that anyones fault? Why or why not? We will use this information as a transition into our next activity.

Apply (Elaborate) 5-7 minutes: As we wrap up the discussion, we will ask students to keep these reasons in mind. We will pass out a worksheet for them to independently complete a BCR about these reasons. We want to understand what exactly they took from the lesson, and why they believe there is such a disproportionate global AIDS rate. This will serve as our formative assessment for todays lesson. We will give students a one-minute warning. Anything they have not finished writing, they will be asked to finish for homework. Evaluate (Assessment): The BCR will double as the elaborate section as well as the evaluate section. It will serve as a formative assessment for the lesson. We want to understand the personal connections student made with the lesson and whether or not they understood the points of the lesson. We will also formatively evaluate students during their group work time. We will look for effective collaboration, proper use of research methods, and correct calculations. We will see what exactly we need to spend more time on in future lessons. (I.e. do we need more group activities so students can enhance their collaboration skills? More research activities so students can further develop their research skills? More mathematical activities so students can work on their calculations?) Closure 2-3 minutes: We explain: Today, we researched causes for the disproportionate global AIDS rate. We understood that poverty is a root cause for this. We also explored how poverty can lead to a lack of quality health care and a lack of effective education. You listed some great reasons (summarize a few of their reasons). We understood that the areas of poverty in the U.S raise the infection rate. Now, this is not the fault of those infected by AIDS. Its just that often, resources to prevent and fight AIDS just dont always make it into poorer places. We explain: So we now need to take action. We will pass out the activity sheet for our activism project and briefly explain the details. We will say, Think about the intelligence tests we took the other day. Remember your unique intelligence and your unique skills. Read the assignment sheet in front of you. Think about what committee you would like to be on. On your exit card, write three sentences. Write one sentence about what committee you would like to be on (as well as a second and third choice), and two sentences about what you believe you can do in any of these fields that would be an important contribution to the fight against AIDS. We will dismiss our students at the end of the lesson and collect their exit tickets on the way out. THE LEARNING EXPERIENCE: Day 2- Planning our Action (Group Work) Launch (3-4 minutes): As the students arrive, we will have the room separated into 8 clusters of 3 desks each, based on the groups for the project Each group setting will have a sign that says what group it is (Linguistic, mathematical, etc.) and three names Students will have to find their name. (NOTE: we tried to accommodate first choices, but if more than 3 students chose one group, we had to move on to second choices. We also considered behavior management. We tried to place higher achieving students with lower achieving students, separate cliques, and spread out children with behavior issues among more focused students, etc.) To engage the children, we will ask them to think-pair-share one fact about AIDS that they remember from yesterdays class.

We will then read todays objective: Students will be able to apply their knowledge about the causes of the disproportionate global AIDS infection rate as they demonstrate effective collaboration skills to prepare their group contributions for the fight against AIDS. We will ask students what they believe effective collaboration skills are

Explore (5-7 minutes): We will say, Today, we are going to give you the majority of the class time to work on your group projects. You are all in the groups that you chose based on what you wrote down on your exit tickets from last class. The first thing we want you to do is designate someone in the group to read aloud your groups task to the other two members. This is the Reader. Once you are finished reading, please sit quietly and brainstorm on your own some ideas that you might have for your project (i.e. potential products, or ways to complete the task, etc.). Choose one person to write these ideas, this the Writer. After you come up with some ideas, choose an Enforcer to make sure the ideas are appropriate and adhere to the standards, but are also creative. Once every group is done, we will have a little more instruction for you before you begin your group work. Present (2-3 minutes): At this point, we would explain exactly what we expect them to accomplish during the days class time. We want them to work in their groups and get as much of their project done as possible. We will make it clear that if any group needs assistance, we will be walking around class. We will also take into account those students who are working hard, and those students who may not be staying on task (but hopefully we wont have any students not on task). We will elaborate on all the materials that the students have access to which could help them complete their project. Apply (approximately 30 minutes, with a warning with 5 minutes left): During this time, students will work in their groups to complete as much as they can of their projects. We will give a 5 minute warning, and if the students do not think they will be finished by the time those 5 minutes are up, then we expect them to designate tasks that each student can do individually at home so each group will be prepared to present tomorrow. Evaluate (Assessment): Checklist we use when we walk around (see attached form) during the students group work time. Self assessment ask students to fill out after group work is complete Closure (Last 5-7 minutes of class): We will ask the students 7 questions. The first group to get the first question correct, gets to choose which position (1 through 8) their group presents in tomorrow. The first group to answer the next question correctly gets the second choice and so on. The questions are: Which city in the United States is most affected by AIDS? What are some reasons for the disproportionate infection rate? Why is education an important tool to fight against AIDS? Why is health care an important tool to fight against AIDS? Name a country where AIDS affects one out of every 4 people. What is the ratio of people in the United States affected by AIDS? Are many of the countries that suffer from AIDS related deaths poor or wealthy? We will say, Today you worked in groups for our AIDS Awareness festival. If you havent finished planning, please finish planning for homework, as well as your self-assessment sheet. Tomorrow, you will present your ideas to the class. We will offer some final suggestions before the big day! Good job planning today and good luck if you have anything left! See you tomorrow! Give each student a self-assessment form (see separate form) and have them complete it for homework

THE LEARNING EXPERIENCE: Day 3- Presenting our Action (Presentations) Launch (approximately 4 minutes):

When the students arrive, the desks will be set in the shape of an U. This is conducive for an engaging climate where all the students can present while seeing each other at the same time. In order to engage the students we plan on giving our own oral presentation about the common cold. We want to demonstrate to the children how to effectively deliver a presentation while grabbing their attention with a little humor. We will then read the objective for the day, Students will be able to practice professional presentation skills as they demonstrate their knowledge about the causes of the disproportionate global AIDS infection rate and/or demonstrate how their contribution matters in the fight against AIDS.

Explore (approximately 7 minutes): We plan on activating the students prior knowledge by brainstorming as a class what they think is important when delivering an oral presentation. We will have each student come up to the board and write a word that sums up the skill they think they should have to give a good presentation (the board should have keywords only). Present (approximately 4 minutes): At this point we will outline exactly what is on the rubric from which they will be graded and what we expect from their presentations. We will go over each aspect from the rubric and answer any possible questions Apply (approximately 28 minutes): After the students come up with their own ideas, we will pass out a worksheet with tips and presentation skills that establish professionalism and will make you confident when delivering a presentation. (Attached). After answering any final questions the students will start. Each presentation should take no more than 4 minutes (I will keep track of the time). The students will receive a warning when they have one minute left in order to properly wrap up their presentations. Evaluate (Assessment): We will use the rubric for presentations/projects to assess each groups presentation, as well as each students presentation skills. Closure (approximately 2 minutes): After the students present, we will praise each student for their wonderful presentations. We will also discuss the directions for the next step in the awareness project, which is actually planning the day. We will have the students fill out an exit slip with any concerns or questions they may have as well as one suggestion to improve a fellow groups project. We will use these exit slips as part of the launch for our next lesson.