2
Table of Contents
Project summary .......................................................................................................................................... 3
Driving Question:................................................................................................................................ 3
Supporting questions: ..................................................................................................................... 3
Description of Unit: ................................................................................................................................... 3
Higher Level Thinking: ................................................................................................................... 4
Relevance: .................................................................................................................................................. 4
Technology Integration: ........................................................................................................... 4
Culminating Event: ........................................................................................................................... 4
Standards: ........................................................................................................................................................... 6
Common Core Standards: ............................................................................................................ 6
Next Gen Florida Sunshine State Standards: ............................................................. 7
NETs Standards:..................................................................................................................................... 8
Resources and Technology Needed: ................................................................................... 9
Formative Assessment Plan: ................................................................................................................. 9
Summative Assessment: ............................................................................................................................. 15
Rubric Link .............................................................................................................................................. 15
Introductory PowerPoint: .............................................................................................................. 16
Research Process Lesson: ....................................................................................................................... 16
Content lessons: ...........................................................................................................................................17
Content lesson 1:................................................................................................................................. 17
Content lesson 2: ............................................................................................................................... 18
Content lesson 3: ................................................................................................................................19
Culminating Event: ................................................................................................................................. 20
4/1/2014
3
Universal Design and English as a Second Language accommodation
plan...........................................................................................................................................................................21
Ways of presenting information to students: ........................................................ 21
Ways students will be engaging and interacting with the
information........................................................................................................................................... 21
Ways in which students can express themselves ................................................... 21
Forms of assessments ....................................................................................................................... 22
Students with hearing impairments................................................................................ 22
Students with visual impairments .................................................................................... 22
Students with a learning disability in reading .................................................. 23
Students whom English is a second language ....................................................... 23
Project summary
Driving Question:
What are STDs?
Supporting questions:
Where did STDs originate?
How are STDs preventable?
How can you catch an STD?
Description of Unit:
The students will learn where STDs first originated. They will see
how from the past to present the severity has changed. I will show
them how people are affected by STDs. They will learn how to avoid
4/1/2014
4
catching STDs. By viewing videos, pictures, and statistics related to
STDs, the students will be able to identify STD cells and know what
precautions to take in order to avoid them. When the lesson is over,
I plan on having my students understand the history, the dangers,
and the preventions of STDs.
Higher Level Thinking:
There are many STDs we are going to discuss. They will be opened to a
whole new mind set when it comes to sexual relations and their
bodies. I will have them thinking about future adult encounters
and understand why it is important to make responsible, adult
decisions.
Relevance:
Nowadays, young adults are having sex at younger ages. My
students are eighth graders and the thought of high school can
make them think about sex. They need to know what can happen if
they have irresponsible sex with people they either don’t know are
clean, or people they don’t know at all.
Technology Integration:
I plan to have the students in groups of 4-5 all researching a
different STD together, then coming up with a presentation for the
rest of the class. The students will be given time during school
hours to work with their group members on classroom laptops
and/or library computers. The students will be required to present a
PowerPoint on the STD, with a video on the STD, and an in depth
research report.
Culminating Event:
The students will present all their research they did on their
groups’ std. they will all be able to inform each other on the
4/1/2014
5
different STDs, causes, symptom, and recovery methods through their
class presentation.
4/1/2014
6
Standards:
Common Core Standards:
CCSS.ELA-Literacy.RI.8.7
Evaluate the advantages and disadvantages of
using different mediums (e.g., print or digital
text, video, multimedia) to present a particular
topic or idea
CCSS.ELA-
Cite specific textual evidence to support analysis
Literacy.RST.6-8.1
of science and technical texts.
CCSS.ELA-
Determine the central ideas or conclusions of a
Literacy.RST.6-8.2
text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
CCSS.ELA-
Analyze the purpose of information presented in
Literacy.SL.8.2 .
diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the
motives (e.g., social, commercial, political) behind
its presentation
CCSS.ELA-
Integrate multimedia and visual displays into
Literacy.SL.8.5
presentations to clarify information,
strengthen claims and evidence, and add
interest.
4/1/2014
7
CCSS.ELA-
Present claims and findings, emphasizing salient
Literacy.SL.8.4
points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and
well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
Next Gen Florida Sunshine State Standards:
HE.8.C.1.1
Analyze the relationship between healthy
behaviors and personal health.
HE.8.C.1.2
Analyze the interrelationship between healthy
behaviors and the dimensions of health: physical,
mental/emotional, social, and intellectual.
HE.8.C.1.4
Explore how heredity and family history can
affect personal health.
HE.8.C.1.8
Identify major chronic diseases that impact
human body systems.
HE.8.C.1.6
Analyze how appropriate health care can
promote personal health.
HE.8.C.1.7
Anticipate the likelihood of injury or illness if
engaging in unhealthy/risky behaviors.
LA.8.5.2.4
The student will research, organize, and
effectively deliver speeches to entertain, inform,
and persuade;
4/1/2014
8
LA.8.5.2.5
The student will demonstrate language choices,
body language, eye contact, gestures, and
appropriate use of graphics and available
technology.
LA.8.6.2.1
The student will select a topic and develop a
search plan with multiple research strategies,
and apply evaluative criteria (e.g., scope and
depth of content, authority, reputation of
author/publisher, objectivity, freedom from bias)
to assess appropriateness of resources
LA.8.6.4.1
The student will use appropriate available
technologies to enhance communication and
achieve a purpose (e.g., video, digital technology)
LA.8.6.4.2
The student will evaluate and apply digital
tools (e.g., word, processing, multimedia
authoring, web tools, and graphic organizers) to
publications and presentations.
NETs Standards:
1. Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using technology. (a,
b, c)
2. Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others. (a, b,
d)
3. Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others. (b, c)
4/1/2014
9
4. Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources. (b, d)
6. Students demonstrate a sound understanding of technology
concepts, systems, and operations. (a, b, d)
Resources and Technology Needed:
Materials: Notebooks, index cards, writing utensils, library books
Technology required: Laptops/tablets, PowerPoint
Internet Resources: www.cdc.gov/std is a website I will use to introduce the
STDs to the students. They will then from there begin their own
research and find their own resources about the STD they are
assigned.
Formative Assessment Plan:
Lesson
Standard
Lesson
Content
Formative
Objective
Summary
Assessment
Strategy
4/1/2014
10
Introductio
Next gen:
Students
The class
Individually
n to Unit:
HE.8.C.1.8
will learn
will be
, each
Creative
what STDs
divided
student will
Problem
are.
into groups
make their
of 5-6
own KWL
They will be
students in
chart on
introduced
each.
Microsoft
to the final
Together
Word for me
presentatio
they will
to grade
n and
come up
and give
understand
with a KWL
back for
what will
chart and
them to keep
be expected
each group
track of
of them.
will present their
Solving
one point
progress.
from each
section of
their
charts.
Research
Common
Students
Each
Groups for
Process
Core:
will learn
student
the final
how to
will be on a
presentation
research
laptop
will be
while I am
finalized
internet.
on a
this lesson.
CCSS.ELA-
They will
computer
Each group
Literacy.RST.6
learn how
that is
will be
-8.1
to use
projected
assigned the
search
to the
STD they
CCSS.ELA-
Literacy.RI.8.7 using the
4/1/2014
11
CCSS.ELA-
engines,
front
will be
Literacy.RST.6
what
board. I
researching
-8.2
websites are
will have
about. With
appropriate
them
their
CCSS.ELA-
and how to
follow
groups,
Literacy.SL.8.2
determine if
with me
students
the website
what I do
will find at
is reliable.
so when
least 5
they are on
websites
CCSS.ELALiteracy.SL.8.5
Next gen:
Students
their own
they plan
LA.8.6.4.1
will learn
they will
on using for
LA.8.6.2.1
how to
know how
their final
make a
to do their
presentation
NETs:
PowerPoint
research.
. I will then
6
presentatio
have them
n.
turn it in, I
will check
Students
each and
will learn
give them
how to do
approvals
basic incite
on their
citations.
website
choices.
They are to
submit via
email their
first slide
including:
Group
4/1/2014
12
member’s
names, due
date, their
STD and a
picture.
Content
Next gen:
Students
Students
Students
Lesson 1
HE.8.C.1.4
will learn
will be in
will work
where STDs
their
on their on
originate.
groups
their next
They will
finding
few slides.
learn if it
informatio
They need a
can be
n about the slide and
passed down
history of
picture for
or only
their STD.
each
transmitted
They will be
requirement.
.
expected to
(Who
find out
discovered,
who
how it was
discovered
discovered,
it, how it
and the
was
severity of
discovered,
the disease).
and what
They will
part of the
send it to me
body it
via email
affects.
for
4/1/2014
13
constructiv
e feedback
and
participatio
n grade.
Content
Next gen:
Students
Students
The slide
Lesson 2
HE.8.C.1.7
will learn
will be in
making will
different
their
continue.
ways to get
groups and
They are to
an STD. They
finding the
have slides
will learn
statistics of on the ways
how STDs
people with
to get STDs
are more
STDs in
and the
common
America.
statistics of
nowadays
They will
people
than they
find how
infected and
used to be.
to get an
who can
STD. They
become
will
infected.
determine
For
the
homework,
likelihood
individually
of being
, they are to
infected
find
with a
somebody
disease at
famous with
one point
an STD and
of their
bring them
life.
in to add to
their
4/1/2014
14
PowerPoint
the
following
lesson.
Content
Common
Students
Students
They will be
Lesson 3
core:
will learn
are to
finishing
CCSS.ELA-
that there
research
their slide
Literacy.SL.8.4
are ways to
with their
show. The
Next gen:
prevent
group ways
final slides
HE.8.C.1.1
yourself
to prevent
will include
HE.8.C.1.2
from
STDs. They
preventions,
HE.8.C.1.6
getting an
will
vaccines,
LA.8.6.4.2
STD.
research
and cures of
and find
their STDs. (if
out if there
no cure
are
then what
vaccines
they can do
available
to stay
to avoid
healthy).
the STD.
They are to
They are to
add any
find out if
final
their STD is
touches to
curable.
make it
presentable
and then
submit it me.
I will then
assign them
4/1/2014
15
presentation
s days. As an
additional
grade besides
the
PowerPoint,
they are to
do a final
reflection
and update
their KWL
charts.
Summative Assessment:
At the end of this lesson, the students in groups of 5-6 will have
completed a PowerPoint on an assigned STD. The students are to
construct a 15-20 minute lesson to the class about their STD. It
should include the STD, the history, how to catch it, how to
prevent catching it, if it is curable, if it has any vaccines, and how it
can affect your life span. Students will include pictures, videos, and
anything else they think is essential to teaching the class about
their STD. Students are also to complete a final reflection about the
STD lesson after everyone has presented, stating what they have
learned and how they feel about knowing about the diseases.
Rubric Link:
http:/ /www.rcampus.com/rubricshowc.cfm?code=AC4WW7&sp=yes
4/1/2014
16
Introductory PowerPoint:
Sexually Transmitted
Diseases
Ms. Cosme’s 8th Grade Science Class
Research Process Lesson:
Getting Started!
The research process!
4/1/2014
17
Content lessons:
Content lesson 1:
Standard: Next gen: HE.8.C.1.4
Introduction: in order to grab the student’s attention, i will begin
with them viewing a funny picture. it reads: “cooties do exist, except
when you grow up they’re called stds”. this will give them a little
giggle, then I will proceed on to the origination of STDs. This lesson
is to get the students to understand where STDs came from and
whether they are only transmittable or if they can be passed down
from other generations. The point of this lesson is to give them some
history on their STD. It shows how far along we have come and how
much more we now know. This is important because it consumes the
first portion of their final project.
Learning experience: I will be projecting on the front board a
general synopsis about STDs for the students to watch. I will show
them basic videos and have them all find ONE on their STD to show
the class. I have a guest speak who has an STD and his/her partner. I
will have them explain to the students to difficulty of dealing with
the STD and their story on how they got the STD, how they found
out, if both have it, and have them answer any questions the
students have for them. The students will take notes on the speakers
and are to incorporate some points into their presentations.
Conclusion: The students are to be adding content to their
PowerPoints as they find the information they are required to have.
They are to have at least four slides with pictures that they are to
send to me. I will be responding with approval and/or any
improvements they need to do. They will be getting a participation
grade. They will also be given vocabulary that they are to know
for their final test at the end of the unit.
4/1/2014
18
Content lesson 2:
Standard: Next gen: HE.8.C.1.7
Introduction: In the beginning of this lesson, each student will be
given a sheet of paper with a circle on it. They are to make their own
pie graph and break down the United States in to what percent has
an STD, knows they have one, have one but do not know, and those
who do not have at all. Then when they are finished with their
graphs, i will show them the real statistics. i’m expecting the results
of theirs versus mine to be a drastic difference. The objective of this
lesson is for students to see how many people are affected by STDs.
They will be opened to the reality and dangers of STDs. This is
important to the unit because they have to understand the dangers
of STDs and be able to present them in their presentations. Within
this, they will also find the different ways to get an STD. Students
will see how there are more than just one way to get or give a
receive.
Learning experience: students will watch a “ted talk” on stds. they
will be viewing several videos on the statistics and comparing and
contrasting the past to the present. The students are to be in their
groups and to find specific videos on their STD with statistics to
provide in their final presentation. The students will all be on
laptops provided from the schools laptop carts. Each of the groups
are to find three videos on their STD with supporting statistics.
Conclusion: All information found through the videos and the Ted
Talk are to be placed on slides for their final presentation. Students
will need to find videos that are presentable to add at least one to
4/1/2014
19
their PowerPoint. For homework, each member of each group is to
find a famous person that has an STD. They are to name the person,
the STD, length of having it, and if they have any partners or
children. This also will be included in their PowerPoints.
Content lesson 3:
Common core: CCSS.ELA-Literacy.SL.8.4 Next gen: HE.8.C.1.1, HE.8.C.1.2,
HE.8.C.1.6, LA.8.6.4.
Introduction: To open this lesson, I will show them a video of a
little animated penis. He is trying to get in everyone, but all the
girls push him away because he isn’t protected. then he runs into one
girl who puts a condom on him and then everyone wants him. It
will show them that something protected is more wanted and then
we will have a discussion pertaining to the last lesson. With that
conversation, I will lead them into the lesson on how to prevent
STDs. This lesson will be the final lesson, and they will be learning
ways to prevent these STDs. The goal of this lesson is to teach them
that STDs are preventable. They will learn that it is as easily
transmitted as it is preventable. They will also be looking for
treatments if an STD is caught.
Learning experience: I will be displaying my computer screen to the
front of the room and showing them videos from YouTube on STDs
and teens. About 4-6 videos will be shown and then they we will have
another discussion on what they have learned so far. On
readwritething.org, as a class we will be making a KWL chart. They
will all give me points to put under each column. Groups will then
breakout and finalize their PowerPoints.
Conclusion: After this lesson, the groups will have the rest of the
period to finish their PowerPoints with their group. They are to
have all required content including: history, statistics, pictures,
videos, causes, ways to be prevented, and treatments. Students will be
4/1/2014
20
expected to have everything done and turned in by the end of the
day. Their last assignment is to make a personal KWL chart and turn
it in to me. Presentation days will be assigned when their PowerPoint
is turned it.
Culminating Event:
At the end of this lesson, my students are to have completed a
PowerPoint. Each group will be responsible for teaching the class
about their STD. Their PowerPoints and presentation will be graded
by me, and the class. The presentations will be the given the Friday of
4/1/2014
21
the week the unit is completed. The only audience will be myself and
the rest of the class and it will be presented in my classroom. After
each group has gone, there will be a quiz on all the STDs to evaluate
what they have learned from each group. When each group is
finished, we will all stand up together, do a big sigh of relief
together, and then have a little refreshments for their completion.
As they are relaxing, I will announce their names and have them
come to the front, bow, and take their certificates.
Universal Design and English as a Second Language
accommodation plan
Ways of presenting information to students:
There are many ways to present information to students. Digital
media is the best way to assist students who may have learning
disabilities. There are interactive white boards, interactive
audiobooks with built in dictionaries and text-to-speech software,
and personal vod/podcasts available online.
Ways students will be engaging and interacting with the
information
Students can take notes via a tablet and use a stylus that can take
their handwritten words and translate it to a typed text. Students
are able to collaborate together and create ideas online that they
can publish to an online tool, where I is able to manage and grade
what they are doing, Students can also work independently and
receive feedback from me electronically.
Ways in which students can express themselves
students can use word prediction software’s. they can also use
speech-to-text software’s and enhanced keyboards. Both ways
4/1/2014
22
provide ways for a student to write something out. Whether for an
assignment or just what is on their mind. Students can also make
vodcasts or podcasts.
Forms of assessments
General test that apply to students without a disability is obviously
inappropriate for students with learning disabilities. Therefore,
there are alternatives that needed to be taken into consideration.
For obvious reasons, not all students can take handwritten tests or
visual tests. For students that are not able to read well, see well, or
hear well will get a different form of the test. For example, hearing
impaired can do a visual test, visually impaired and reading impaired
can do a test though listening to the questions and recording their
responses.
Students with hearing impairments
An assistive technology tool I can use to assist students who are
hearing impaired is screen reading software. Because the student
cannot hear well, or at all, being able to have the words being
shown on the screen makes things easier for them rather than
trying to read lips. This allows the students to navigate themselves
through the software with their mouse, such as it being a tour
guide for them. Most videos include the option for closed
captioning allowing the student to read what is going on.
Students with visual impairments
Students who have visual impairments need more audio related
assistance. Text reading software is the best assistive technology for
students with this disability. The students are able to hear text that
is written out loud by a computer. This allows for the students to
get as much information as they need. Instead of having to pay close
4/1/2014
23
attention to me teaching, they are able to hear it at their own
pace, their own sound level, and as many times as they need. A useful
tool is VoiceOver. This tool lets any text be heard aloud.
Students with a learning disability in reading
Students with a learning disability in reading can use electronic
storybooks. This software combines words, pictures, sounds, and
voices. Students can watch the story unravel as they hear what is
happening. The software provides options for how it is read to them.
It allows them to have notes pointed out to them as far as
important materials. The software increases their comprehension
skills and it increases their vocabulary.
Students whom English is a second language
JAWS is a very helpful tool for translating texts to students. This is
a screen reader that is compatible with Windows machines and it is
available in multiple languages such as English, Spanish, French,
German, Portuguese, and Italian. Electronic Prizmo is also an app
that is available to read the screen for the student, and in over 10
languages. Pages from stories can be scanned into the app and
translated into a different language for students to better
understand.
4/1/2014