Rachel+Naylor 


 * DIVERSE TEXT SET ASSIGNMENT **


 * Name: ** Rachel Naylor


 * Context for using the text set: ** Grade 10, Viruses, all learning types


 * Content Objective: **
 * ** Aligned to Next Generation Science Standards ** :
 * o HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
 * o Students will be able to create and evaluate a retroactive solution for what could have prevented the spread of viruses such as HIV and Ebola from Africa to the rest of the world.


 * Reading/Thinking Objective: **
 * ** Aligned to Science Common Core ELA Standard 2 (9-10) **
 * o 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
 * o Students will be able to summarize in their own words the main points of each reading assigned in the class.


 * A. Print Resources: **
 * Text #1: **
 * Citation: Biggs et al**.** (2009). //Glencoe Biology//. New York, NY: McGraw-Hill.
 * Text Summary: This high school-level science textbook has a chapter on viruses that talks about the structure of viruses, where viruses come from, the lifecycle of viruses, different types of viruses, and examples of viruses that cause diseases in humans.
 * Rationale: I selected this chapter from a textbook because it is relatively short, which can help students with matchup gaps or mismatches from becoming overwhelmed. The chapter breaks down vocabulary words, which will help students with matchup gaps to process the reading better. The chapter also provides lots of diagrams and pictures, which can help students with mismatches to get an idea of what’s going on in the chapter. The chapter also makes references to viruses that impact humans, which can help students with matchup gaps to make connections from the text to real-world situations. For students with matchup assets, the chapter is a good source of reference material.
 * Use of text: This chapter will be used by students as a reference to the science terminology discussed in class. The reading will be assigned for homework the first night of the unit, and students will read the chapter in small groups in class the next day to address any questions they have. The text will be an asset for students with matchup assets, it can help students with matchup gaps, and it will be optional for students with mismatches.
 * Attachment: No attachment, entire textbook.


 * Text #2: **
 * Citation: The AIDS Institute. (2011). //“Where did HIV come from?”//. Washington, DC: The AIDS Institute National Policy Office.
 * Text Summary: This short article explains where the HIV virus originated from. It explains that the first known case of HIV was discovered in 1959, and that it spread to the United States in the 1970s. However, it was not until 1999 that scientists were able to determine that the HIV virus originated in chimpanzees in West Africa.
 * Rationale: I selected this article because it is short and gets to the point very quickly without using any complex language. It gives all the facts without being burdened by too many details, which can help students with matchup gaps to process the information easier. For students with mismatches it might still be hard for them to read the article on their own, and so I would have the students read this article in small groups in class.
 * Use of text: I would use this in class at the end of the HIV lecture to let students learn for themselves the answers to the one question I’m sure they would have for the entire class. I think it’s important to let them explore the answer on their own rather than just telling them where the virus originated from.
 * Attachment: []


 * Text #3: **
 * Citation: The History of Vaccines. (2014). //Disease Eradication//. Philadelphia, PA: The College of Physicians of Philadelphia.
 * Text Summary: This article explains what it means for a disease to be eradicated and how smallpox was eradicated. It also talks about modern-day efforts to eradicate other diseases.
 * Rationale: This article would work explicitly for students with mismatches because it is presented on an 8th grade reading level, which will be helpful for students that are not quite reading at grade level.
 * Use of text: This would be assigned for homework after the lesson on vaccinations/eradication to summarize and reiterate what it means for a disease to be eradicated and how much effort it takes.
 * Attachment: []


 * Text #4: **
 * Citation: Preston, Richard. (1994). //The Hot Zone//. New York, New York: Doubleday.
 * Text Summary: The Hot Zone is a book about the discovery of the Ebola virus and the type of Ebola that made its way into the United States in the 1980s (it only infected chimpanzees, no humans were harmed). The first two chapters talk about a man who becomes infected with Marburg virus (a cousin of the Ebola virus) and goes through his symptoms and how he dies. The second chapter talks about how the doctor who tried to save the infected man came down with the same symptoms. One of the final chapters talks about how the Ebola virus and HIV were spread due to the Kinshasa Highway becoming urbanized.
 * Rationale: This text would be explicitly for students with matchup assets because it will provide them with a deeper background knowledge and allow them to ask more in-depth questions in class. This text would also work for students with mismatches because it allows them to make connections between what they’re learning and real-life situations.
 * Use of text: I would assign the chapters Something in the Forest and Jumper (Chapters 1 and 2) for homework the night before the lesson on how destroying part of the natural environment in Africa led to the spread of diseases like Ebola and HIV throughout the world. I would assign one of the final chapters, Highway (p. 287-293) as homework after the lesson in order to summarize the lesson and for the students to learn more about the Kinshasa highway.
 * Attachment: This is an entire book, there is no attachment. For the students, however, I would scan the selected pages and give them a packet with the chapters they need to read so they wouldn’t become overwhelmed.


 * Text #5: **
 * Citation: Maheshwari, J.K. (2001). // Origin of A //// IDS //// Virus Linked to Rainforest Destruction // . India: International Society of Environmental Botanists.
 * Text Summary: This article in simple terms talks about how cutting down patches of the rainforest in Africa has led to diseases such as HIV being spread around the world. The rationale behind this article is that with rainforests present, these isolated pockets of disease are kept hidden in the rainforest. When the rainforests are cut down, these pockets have nowhere to go, and so they spread throughout the country and the rest of the world.
 * Rationale: This text will be useful to students with matchup gaps because it’s written on a lower level and it helps to relate what they’re learning in class with the outside world.
 * Use of text: This article would be read in class in groups to help build knowledge for a group discussion about habitat destruction and the spread of disease.
 * Attachment: http://isebindia.com/01_04/01-10-1.html


 * B. Media Resources **


 * Text #6: **
 * Citation: Soderbergh, Steven. (2011). //Contagion//. Warner Bros. Pictures.
 * Text Summary: This film is about a global pandemic, how it began, and how the world reacts. The film also depicts an accurate picture of how the CDC reacts in such situations. The last two minutes of the film show how the virus got its start, viewers are left pondering this question until the very end of the film.
 * Rationale: I selected this film because it’s one of my personal favorites and I think it shows very effectively what could happen if there were a serious and fatal pandemic occurring. I selected this clip in particular because I found it extremely interesting how a few random occurrences could cause something like this to happen. This would be explicitly helpful for ELL students because the clip involves no words; it simply shows the background for how the virus began. It shows the students exactly what happened without confusing them with dialog.
 * Use of text: I would show the last two minutes showing how the virus started at the end of the lecture on pandemics.
 * Attachment: No attachment, DVD would be brought to class.


 * Text #7: **
 * Citation:
 * Image 1: York, Ian. (2010). //Cowpox udder//. < [] >
 * Image 2: Rau, Bogdan. (2012). //Jenner//. 
 * Text Summary: These two images show the very beginnings of vaccinations. The first image shows an illustration of a cow’s udder infected with cowpox (similar to smallpox). The second image is an illustration of a man sticking a needle into the arm of a small boy. The man in the second picture is Edward Jenner, and he was the first man to discover how to inoculate against smallpox. He took some of the pus from a cowpox pustule and put it in the arm of a small boy. The boy was then exposed to smallpox and never became infected with the virus. This is the first example of a successful vaccination in history.
 * Rationale: These pictures would be good for students with mismatches because it encourages them to explain only what they are seeing, which doesn’t require a lot of background knowledge. It can help to stimulate their interest in the subject more.
 * Use of text: I would start the lesson on vaccinations with the first picture and asking the students to tell me what they see. After discussion, I would show them the second picture and ask them to describe to me what they saw. I would then ask the students to guess how the two pictures were related.
 * Attachment:
 * [] (Image 1)
 * [] (Image 2)


 * C. Online interactive resources **
 * Text #8: **
 * Citation: Archibald, Dan. (2007). //Pandemic//. NewGrounds.com: Crazy Monkey Games.
 * Text Summary: This is an interactive online game where students act as a virus that tries to kill as many people as possible in 200 (simulated) days. By evolving as a virus, new strains emerge, and it becomes possible to infect more people.
 * Rationale: This is a strategy game for students that encourages them to think from the perspective of a virus. Students can choose the effects that their virus causes and how the virus is transmitted. By using the knowledge they have learned in class, students will have to experiment and figure out what factors will make a virus hyper-lethal and what factors contribute to a virus spreading worldwide. However, students need to make their virus sneaky enough so that it gets transmitted as quietly and quickly as possible.
 * Use of text: I would use this at the end of the unit on viruses as a fun way for students to apply what they’ve learned about viruses from a different standpoint and to see if the virus they create is capable of infecting the entire world. This lesson would end in a class discussion about how their viruses worked and recapping what really happens in a pandemic situation.
 * Attachment: http://www.newgrounds.com/portal/view/360724


 * Text #9: **
 * Citation: Svitil, Kathy. (2004). //Secrets of the Dead: Caught the Flu?//. New York, New York: PBS.
 * Text Summary: This is an interactive website that leads students through how people catch the flu and where it originates. It leads students through how the disease spreads, how different strains can combine to make a more deadly virus, and the vaccines available against the flu.
 * Rationale: This will be helpful for students with matchup assets because it is worded on a slightly higher level, and they will be able to understand all of the text. It will be explicitly helpful for ELL students and students with mismatches because the diagrams and pictures in the interactive site help to explain what’s going on without really using any words.
 * Use of text: I would lead students through this activity on a laptop that’s connected to a projector screen in class. I would stop and let the students figure out what’s going on in each frame and let them ask questions about information they aren’t understanding.
 * Attachment: http://www.pbs.org/wnet/secrets/previous_seasons/case_killerflu/clues.html


 * D. Instructional Resources **
 * Text #10: **
 * Citation: Fogell, Heather and Lori Coles. (2007). //HIV/AIDS//. Atlanta, Georgia: The Center for Disease Control.
 * Text Summary: This is a lesson plan created by two teachers for the CDC about HIV.
 * Rationale: I chose this lesson plan because it offers a variety of activities to get students thinking about what HIV is and what they already know and compare it against the facts. It includes a large variety of extra links and resources to explore the topic further, and it also gives examples for extensions of the lesson and movies to watch. The resource I like the best is the set of worksheets that act as a pre-test and ask the students what they already know (or think they know) about HIV.
 * Use of text: This lesson plan offers another interesting way of teaching students about HIV/AIDS by clearing up misconceptions that students may have about the disease. I wouldn’t follow the lesson plan exactly, but some of the activities, such as simulating how a disease spreads, would be really interesting to incorporate into the unit I was teaching. I would use it more as a reference than as a guide.
 * Attachment: http://www.cdc.gov/excite/ScienceAmbassador/ambassador_pgm/lessonplans/hiv_hivaids.pdf


 * Which texts/tasks selected for each type of learners: ** (indicate by listing the # of each resource selected for that population)


 * Students with Matchup Assets: 1, 3, 4, 6, 8, 9
 * Students with Matchup Gaps: 1, 2, 5, 6, 7, 8
 * Students with Mismatches: 1, 2, 3, 6, 7, 8, 9
 * Non-native English speakers: 6, 7, 8, 9


 * Using these texts together in the classroom: **

I would use these resources together over a two-week span to cover a unit on viruses. I would start on the first day by showing the two pictures (Text #7) and asking students to make a connection between the two (Edward Jenner discovered a vaccine for smallpox by inoculating people with the pus from cowpox pustules). I would then go into an introduction of viruses, comparing them with bacteria and bacterial diseases (which would have been the previous unit), and asking students to compare and contrast the two after they go through the chapter in the textbook (Text #1). I would spend the next lecture talking about the flu, including what it is, how it changes, how people get the flu, and the two pandemics that have happened (1918 Spanish Flu and H1N1) (Text #9). The next lecture would be all about vaccines and the pictures from the first lesson would be shown again (Text #7). The lesson on vaccines would also lead into talking about eradication, and the article on smallpox eradication would be assigned for homework (Text #3). The remaining lectures all tie together to meet the Next Generation Science Standard HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. The lecture after vaccinations and eradication would be all about pandemics, what they are, what has happened before, and showing how a pandemic could start with the video clip from Contagion (Text #6). The following lecture would be all about HIV/AIDS, including where it comes from, how it started, how it’s transmitted, and why it’s so prevalent in society today. In class, students would read the articles on where HIV started (Text #2), and HIV and the Kinshasa Highway (Text #5) and have a group discussion at the end. For homework, students would be assigned the last chapter in The Hot Zone (Text #4) to learn more about how the Kinshasa Highway and the spread of disease along with the first two chapters (Text #4) to learn more about the Ebola virus. The following lesson would talk more about the destruction of Africa and how the Kinshasa Highway led to the widespread outbreaks of HIV, the Ebola virus, and other never-before-seen diseases. In class, I would ask the students to brainstorm how they would have changed the Kinshasa Highway or what they could have done differently to prevent the spread of these diseases worldwide. For the very last class, I would take the students to a computer lab to play the game Pandemic (Text #8), where the students become the virus and they need to infect and kill as many people as they can without becoming noticed. I think the game offers an interesting perspective on viruses, and the students would need to take everything they’ve learned in the unit to figure out how to become the most effective virus. I would end the entire unit with a class discussion about what worked/didn’t work for them in the game and recapping what actually happens when there is a global pandemic.