1. AIDS: Then and Now Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade Biology Designed by Elizabeth Winder-Chavey [email_address] Based on a template from The WebQuest Page picture from Flickr: dbking

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In recent years the HIV/AIDS epidemic has captured worldwide attention from individuals, the media and even politicians. However; throughout history there are many examples of diseases that have caused widespread panic and devastation for years until a treatment or vaccine was developed and they seemed to vanish from public attention. For example, do you know anyone who has had typhoid fever or the bubonic plague? How about polio or tuberculosis? Do you lay awake at night worrying about catching chicken pox or the measles? The answer is probably “no”, but at various points in history these were the diseases that people talked and worried about. Unfortunately, while there are medications that can greatly increase the lifespan of people living with HIV and AIDS, there is still no cure for AIDS. At this very moment scientists are hard at work investigating possible vaccines against HIV, but there have been no successful trials so far. Now imagine that you are a leading scientist in the field of communicable diseases. You live in a future time when a vaccine against HIV has existed for so long that knowledge of this disease has disappeared from public knowledge. Students only learn about AIDS in history class. There are no longer public service announcements on the TV or radio educating people about how to protect themselves. The one artifact that keeps the name in public knowledge is the AIDS Quilt , because it is on display at the Smithsonian National Museum of Natural History . Suddenly the HIV virus has reappeared in this future civilization! What lessons can these people learn by reviewing the history of the first AIDS epidemic? Will they repeat the same mistakes as the first time? You and your fellow scientists will be called upon to research HIV and AIDS and find a way to teach the public what you know about AIDS.

6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Continue with Evaluation Exemplary Accomplished Developing Beginning Score Information Gathering Accurate information taken from several sources in a systematic manner. Accurate information taken from a couple of sources in a systematic manner. Accurate information taken from a couple of sources but not systematically. Information taken from only one source and/or information not accurate. Scientific Knowledge Explanations in notebook indicate a clear and accurate understanding of scientific principles underlying the project Explanations in notebook indicate a relatively accurate understanding of scientific principles underlying the project Explanations in notebook indicate relatively accurate understanding of scientific principles underlying the project Explanations in notebook do not illustrate much understanding of scientific principles underlying the project Journal/Log - Appearance Several entries made and all are labeled neatly with the website they came from. Several entries are made and most of the entries are labeled neatly with the website they came from. Several entries are made and most of the entries are labeled legibly with the website they came from. Few entries are made AND/OR many entries are not labeled with the website they came from or very difficult to read. Creativity Several of the graphics or artwork used in the quilt reflect an exceptional degree of student creativity in their creation and/or display One or two of the graphics or artwork used in the quilt reflect student creativity in their creation and/or display. One or two graphics or artwork were made or customized by the student, but the ideas were typical rather than creative (.e.g, clip art without added embellishment). The student did not include any graphics or artwork in the quilt.

7. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Exemplary Accomplished Developing Beginning Score Quality of Construction The quilt shows considerable attention to construction. All items are carefully and securely attached to each other. The patches are all the same size. The quilt shows attention to construction.All items are carefully and securely attached to each other. The patches are all the same size. The quilt shows some attention to construction. All items are securely attached to each other. The patches are approximately the same size. The quilt was put together sloppily. Items appear to be just "thrown together". Patches may be loose or hanging over the edges.The patches are noticeably different sizes. Presentation Preparedness The group is completely prepared and has obviously rehearsed. The group seems pretty prepared but might have needed a couple more rehearsals. The group is somewhat prepared, but it is clear that rehearsal was lacking. The group does not seem at all prepared to present. Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements.

8. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You and your fellow scientists have done good work. Your AIDS Truths Quilt is currently touring throughout the United States and is scheduled for an upcoming world tour. By viewing the quilt many people have become more aware of what HIV and AIDS are and how to protect themselves. Many public and private organizations have also taken important steps in recognizing the seriousness of the disease by setting up anonymous testing centers and treatment programs for victims of the disease. Governments of many leading countries, including the U.S., have also allocated large sums of money for studies about HIV and AIDS and are busy gathering scientists for this important research. It looks like many of the mistakes of the past will be avoided thanks to your hard work! Flickr: austin tx Flickr: enric archivell Flickr: aJ GAZMEN – GucciBeaR

9. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] All pictures from Flickr : dbking, austin tx, aJ GAZMEN- GucciBeaR, enric archivell This WebQuest was created from the WebQuest template available on The WebQuest Page For any updated versions of this Webquest or for other WebQuests go to The WebQuest Slideshare Group Thanks to Dr. Folkstead and the students of EDUC 331 Summer Term 2008 for all your help in creating my first WebQuest!

10. AIDS: Then and Now (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 10th Grade Biology Designed by Elizabeth Winder-Chavey [email_address] Based on a template from The WebQuest Page Picture from Flickr: dbking Evaluation Teacher Script Conclusion

11. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was created as a project for EDUC 331 Summer Term 2008 at Colorado State University. In this WebQuest, students take on the role of scientists in the field of communicable disease in a future society in which a vaccine against HIV has existed for so long that basic knowledge of HIV and AIDS has disappeared from public awareness. When the virus suddenly reappears (perhaps due to a mutation) the government calls on these scientists to research HIV/AIDS and develop a new version of the AIDS Quilt in order to inform the future society about the disease. This lesson is intended to guide students through an exploration of the history of the AIDS epidemic. By learning about the social and historical implications of this epidemic, students should gain a better understanding of how science and disease influence people and shape society. Students will also have an opportunity to learn more about the AIDS Quilt and how it has shaped public awareness and attitudes towards HIV/AIDS and its victims. As students review and refresh their understanding of HIV/AIDS and research the history of the epidemic, they will be required to keep a lab notebook and record which websites they retrieved information from. Students will then be asked to use their understanding of HIV/AIDS along with creativity and teamwork in order to develop a new AIDS “Truth” Quilt. . Evaluation Teacher Script Conclusion

12. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is centered around skills and knowledge acquired in a high school level biology course. It also involves social studies and art to a lesser extent. This Webquest can be implemented during the unit on DNA and RNA Structure, Function and Synthesis and will provide a real life context for understanding how DNA and RNA work and why they are important. This lesson would be an appropriate follow-up for a lesson that introduces HIV/AIDS. Students should already have a basic understanding of how the virus works and how the disease progresses. Evaluation Teacher Script Conclusion

18. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The rubric included below is a suggestion for how students might be evaluated on this project. The rubric includes three basic categories: lab notebook/data collection, final product/quilt and presentation of the quilt. The lab notebook/data collection should be graded individually since each student will turn in a notebook. The quilt and its presentation should be graded for the entire team. It might also be helpful to include a peer evaluation in which group members evaluate each other in order to include a teamwork/collaboration piece into the evaluation. Continue with Evaluation Evaluation Teacher Script Conclusion Exemplary Accomplished Developing Beginning Score Information Gathering Accurate information taken from several sources in a systematic manner. Accurate information taken from a couple of sources in a systematic manner. Accurate information taken from a couple of sources but not systematically. Information taken from only one source and/or information not accurate. Scientific Knowledge Explanations in notebook indicate a clear and accurate understanding of scientific principles underlying the project Explanations in notebook indicate a relatively accurate understanding of scientific principles underlying the project Explanations in notebook indicate relatively accurate understanding of scientific principles underlying the project Explanations in notebook do not illustrate much understanding of scientific principles underlying the project Journal/Log - Appearance Several entries made and all are labeled neatly with the website they came from. Several entries are made and most of the entries are labeled neatly with the website they came from. Several entries are made and most of the entries are labeled legibly with the website they came from. Few entries are made AND/OR many entries are not labeled with the website they came from or very difficult to read.

19. Evaluation(Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Score Creativity Several of the graphics or artwork used in the quilt reflect an exceptional degree of student creativity in their creation and/or display One or two of the graphics or artwork used in the quilt reflect student creativity in their creation and/or display. One or two graphics or artwork were made or customized by the student, but the ideas were typical rather than creative (.e.g, clip art without added embellishment). The student did not include any graphics or artwork in the quilt. Quality of Construction The quilt shows considerable attention to construction. All items are carefully and securely attached to each other. The patches are all the same size. The quilt shows attention to construction.All items are carefully and securely attached to each other. The patches are all the same size. The quilt shows some attention to construction. All items are securely attached to each other. The patches are approximately the same size. The quilt was put together sloppily. Items appear to be just "thrown together". Patches may be loose or hanging over the edges.The patches are noticeably different sizes. Presentation Preparedness The group is completely prepared and has obviously rehearsed. The group seems pretty prepared but might have needed a couple more rehearsals. The group is somewhat prepared, but it is clear that rehearsal was lacking. The group does not seem at all prepared to present. Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements.

20. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest is designed for high school level students with basic computer skills. Students should work in groups and navigate through websites at their own pace. There is not a teacher script because this WebQuest is designed to be flexible and subject to modification as each teacher deems necessary for his/her students and classroom needs. Evaluation Teacher Script Conclusion

21. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest asks the overarching question: What could the United States have done differently to address the AIDS epidemic? In answering this question, students are challenged to enrich their basic understandings of HIV and AIDS and to research the history of the epidemic. Throughout the project, students are also challenged to make connections between multiple content areas (such as history and art) and apply other skills (such as teamwork and basic computer skills). This multi-disciplinary approach increases student understanding and retention while also allowing students who excel in other areas beyond science to be motivated to perform. Evaluation Teacher Script Conclusion

22. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page All pictures from Flickr : dbking, austin tx, aJ GAZMEN- GucciBeaR, enric archivell This WebQuest was created from the WebQuest template available on The WebQuest Page For any updated versions of this Webquest or for other WebQuests go to The WebQuest Slideshare Group Thanks to Dr. Folkstead and the students of EDUC 331 Summer Term 2008 for all your help in creating my first WebQuest! Evaluation Teacher Script Conclusion