1. [Pick the date]
Title: The HIV virus and human geography. Date: 2/9/2012
Subject: Grade: 7thPeriod: Science
grade Life
Teachers: Maynord, McCormick, Martinez,
and Lovejoy
Objective(s): Students will be able to describe the basic structure of a virus, and compare and contrast
the HIV virus with a pathogenic bacteria that causes Strep throat using microscopic photographs and
descriptions in the textbook . Student will also be able to view a world map showing the number of
cases of HIV/AIDS, and determine where the most HIV cases are currently occuring using the legend
Instructor (s) Maynord, Lovejoy, McCormick
provided with the map.
Content and ELD standards:
and Martinez
Materials:
Textbook diagrams, Double bubble diagram handout, transparency map of incidence of HIV by country
as of 2012
Microscopic photographs of external structure of HIV and Streptococcus pyogenes. Pencils, rulers, and
papers.
Anticipatory set: Class discussion What can you tell me about viruses?
What can you tell me about the HIV virus? We are going to talk about viruses, and the HIV virus and
how it is affecting our world today.
.
Instructional strategies: 1) Direct instruction of the structure of a virus and the structure of a
harmful bacteria using overhead transparencies of microscopic photos.
1a) Group textbook reading
2) Modeling of the comparison and contrast activity using the double bubble thinking map.
3) Cooperative learning activity in heterogeneous groups to fill in the double bubble map.
4) Segue to presenting transparency map of the incidence of HIV for each country in the world.
Model how to read the map by legend, and ask questions about the HIV incidence in the world.
What country has the least incidence of HIV? The most? Which Continent has the most?. The
least?
.
2. [Pick the date]
Instructional strategies for special needs students: Large type for power point, preferential
seating and use of graphics and assistive technology if needed.
Method of assessment: Grading the comparison/contrast activity and awarding group points, and
counting the number of correct answers to the map activity.
Teacher reflection:
![[Pick the date]
Title: The HIV virus and human geography. Date: 2/9/2012
Subject: Grade: 7thPeriod: Science
grade Life
Teachers: Maynord, McCormick, Martinez,
and Lovejoy
Objective(s): Students will be able to describe the basic structure of a virus, and compare and contrast
the HIV virus with a pathogenic bacteria that causes Strep throat using microscopic photographs and
descriptions in the textbook . Student will also be able to view a world map showing the number of
cases of HIV/AIDS, and determine where the most HIV cases are currently occuring using the legend
Instructor (s) Maynord, Lovejoy, McCormick
provided with the map.
Content and ELD standards:
and Martinez
Materials:
Textbook diagrams, Double bubble diagram handout, transparency map of incidence of HIV by country
as of 2012
Microscopic photographs of external structure of HIV and Streptococcus pyogenes. Pencils, rulers, and
papers.
Anticipatory set: Class discussion What can you tell me about viruses?
What can you tell me about the HIV virus? We are going to talk about viruses, and the HIV virus and
how it is affecting our world today.
.
Instructional strategies: 1) Direct instruction of the structure of a virus and the structure of a
harmful bacteria using overhead transparencies of microscopic photos.
1a) Group textbook reading
2) Modeling of the comparison and contrast activity using the double bubble thinking map.
3) Cooperative learning activity in heterogeneous groups to fill in the double bubble map.
4) Segue to presenting transparency map of the incidence of HIV for each country in the world.
Model how to read the map by legend, and ask questions about the HIV incidence in the world.
What country has the least incidence of HIV? The most? Which Continent has the most?. The
least?
.](https://image.slidesharecdn.com/geoglessonplanhiv-120208231809-phpapp02/85/Geoglessonplan-hiv-1-320.jpg)
![[Pick the date]
Instructional strategies for special needs students: Large type for power point, preferential
seating and use of graphics and assistive technology if needed.
Method of assessment: Grading the comparison/contrast activity and awarding group points, and
counting the number of correct answers to the map activity.
Teacher reflection:](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)