WEB QUEST

HIV/AIDS in Youth

Ms K. Silfa

ksilfa@yahoo.com

IS 143 M

 

                             

 

Introduction:

Did you know that 1 in 4 of all new cases of HIV (Human Immunodeficiency Virus) is among the youth ages 13 to 24 year olds?  Nearly 60% of new infections in youth occur in African Americans, about 20% in Hispanic/Latinos, and about 20% in whites.  Most teens are not getting tested for HIV.     HIV is like most other viruses, but the only difference is that you cannot get rid of it.   This means that once you have this virus you have it for life.  HIV attacks your T –Cells or CD4 cells (type of white blood cell that protects your body from infection), and makes copies of itself.  Over time HIV can destroy so many CD4 cells, that your body cannot fight infection and diseases anymore.  When this happens HIV infections leads to AIDS (Acquired Immune Deficiency Syndrome).  There can be a ten year period from the time you get infected with HIV until you show symptoms of AIDS.  During the symptom free period you can infect other people with this virus. 

 

 

TASK

Your mission is to increase the awareness among American youth about this life threatening disease. Your team must complete the six steps Public Policy Analysis Worksheet.

Your team will have the choice to create one of these projects

·       30 second Public Service Announcement that will be uploaded in www. youtube.com

·       10-15 PowerPoint presentation that will be presented to the class.

·       A 6 Panel Brochure that will be distributed in the next open school night in January.

 

 

PROCESS

1.    You will be working in assigned teams of four students.

2.    Each group will select a project

EACH GROUP MEMBER WILL HAVE A SPECIFIC ROLE.

STUDENT 1:  Recorder/writer: This student will take notes and gather all the information that each group member will provide. This student will be responsible of printing and submitting the PPA worksheets,

STUDENT 2:  Researcher: This student will gather information from the https://flippedtips.com/plegal/tips/solutions.htmlinternet (must have access to a computer at home with a working printer).  The other group members are still responsible of gathering information from the internet and submitting their finding to Researcher.  The researcher must make sure that the information provided are from valid sources example educational sources (.edu) government sources (.gov) and organizational sources (.org)  The information gathered will be used to complete your worksheets (PPA).

STUDENT 3:  Timekeeper/ organizer:  This student will be responsible of making sure that the group is on task.  He/she will organize group meetings, plan conferences with the teacher.  He/she will make sure that the group meet the deadlines for handing in the assignments.

STUDENT 4:  Presenter:  This person is responsible of conveying their findings to the class.  He/she will be the main speaker in the oral presentation.  The PowerPoint will be used as part of the oral presentation.

3.       Each group must reflect and complete the six steps Public Policy Analysis worksheets outlined below:

Define the problem: https://flippedtips.com/plegal/tips/solutions.html

Gather the evidence: https://flippedtips.com/plegal/tips/gather.html

Identify the Cause: https://flippedtips.com/plegal/tips/identify.html

Evaluate the Policy: https://flippedtips.com/plegal/tips/existing.html

Develop Solution: https://flippedtips.com/plegal/tips/solutions.html

Select the Best Solution: https://flippedtips.com/plegal/tips/bestsol.html

 

 

Resources:

·               http://www.pbs.org/wgbh/pages/frontline/social-issues/endgame-aids-in-black-america/cdc-reports-troubling-rise-in-hiv-infections-among-young-people/

·               http://www.cdc.gov/hiv/risk/age/youth/index.html?s_cid=tw_std0141316

·               http://www.cdc.gov/vitalsigns/hivamongyouth/

·               http://www.amfar.org/uploadedFiles/In_the_Community/Publications/Youth.pdf?n=5282

·               http://www.hhs.gov/ash/oah/news/e-updates/june-2012.html

·               http://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.92.3.341

·               http://kidshealth.org/teen/sexual_health/stds/std_hiv.html

·               http://teens.webmd.com/hiv-aids-and-teens-faq

 

 

Evaluation:

Public Policy worksheet Rubric

4

3

2

1

0

Fully completed with thorough and detailed answers to each question.

Fully completed with an answer to each question.

Partly completed with incomplete answers to some questions.

Partly completed with incomplete answers to all questions.

Not turned in.

 

Power Point Rubric

 

4

3

2

1

0

Data

Information is well-detailed, credible, and relevant.

Information is detailed, credible, and relevant with minor gaps or inconsistencies.

Information is general, mostly credible, somewhat relevant with major gaps or inconsistencies.

Information is general, somewhat suspect, of dubious relevance.

Information is confused, suspect, and irrelevant.

Proposed Solution

Proposes a plausible and effective policy.

Proposes a possible policy with a few issues which hinder effectiveness.

Proposes a questionable policy with limited effectiveness.

Proposes an incoherent policy.

No policy proposed.

Citation

All sources are properly cited with no formatting errors.

All sources are properly cited with some minor formatting errors.

All sources are cited but are not in proper format or some sources are not cited.

Several sources are not cited or are referred to only briefly.

No citations at all.

Presentation

Makes good eye contact with audience, projects well and enunciates clearly, uses gestures and emphasis effectively.

Makes good eye contact with audience, projects well and usually enunciates clearly, uses gestures and emphasis.

Makes eye contact with audience, can usually be heard and understood, uses a few gestures and emphases.

Makes sparse eye contact, difficult to hear or understood, does not use gestures.

Cannot be heard or understood.

Appearance

Well-structured layout with high quality and appropriate graphics and effects which enhance the presentation message.

Structured layout with decent graphics and effects which generally fit the theme.

Some structural elements are used but overall layout is cluttered or distracting. Graphics and effects may be of inferior quality or inconsistent theme.

Cluttered, confusing, and hard to read with little or no attempt at consistent structure. Graphics and effects are of poor quality and unrelated to the information presented.

Poor design choices render slides unreadable. Poor quality graphics and effects are unrelated to the topic, or entirely nonexistent.

 

 

Conclusion: 

Congratulations on completing your WebQuest!  In the process of completing your Public Policy Analysis you should have a clear understanding of the prevalence of HIV/AIDS in teenagers.  You should also have a meaningful proposal and recommendation to educate teenagers about HIV/AIDS.  Thank you for your participation.

 

 

Standards:

CCLS: RST.7. .3 Follow precisely multistep procedure when carrying out experiments, taking measurement, or performing technical task.

 

CCLS: WHST.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

 

CCLS: WHST.7.6 Use technology, including the internet to produce and publish writing and present the relationship between information and ideas clearly and efficiently.

 

CCLS: WHST.7.7 Conduct short research projects to answer a question drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

 

CCLS: WHST.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively, assess the credibility and accuracy of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format of citation.