3DE STEM PROJECT PLANNING FORM

Project title: Investigating the Atlanta AIDS Epidemic

Grade level(s): 10th
Brief Description of Project:
This project will consist of 7 components. Course will have different activities that will develop student
understanding of the AIDS epidemic in Atlanta and the world and the implications it has on their lives and
those around them. The culminating project will end with a science experiment in which students will
trace the outbreak of an epidemic back to its original infector and the development of informational/
educational materials that can be used in the school's SAFE center.

Begin With the End in Mind

Summarize the theme for this project. Why do this project?

The thematic topic for this project is AIDS. More specifically, portions of the project will focus on the AIDS
epidemic in Atlanta. Although the AIDS epidemic may seem to be an old topic, it is a real and relevant topic
for students living in the Atlanta area. November 30, 2018 WSFA reported, “But if you live in the capitol
city [Atlanta], AIDS research officials said the number of people effected is staggering. "Downtown Atlanta
is as bad as Zimbabwe or Harare or Durban," said Dr. Carlos del Rio, co-director of Emory University's
Center for AIDS Research.”
Students of this school are directly impacted by the epidemic, and the only way to combat the epidemic is
knowledge. Students will have the opportunity to become knowledgeable on all levels and will develop the
skills to educate others.

Identify the content standard(s) that students will learn in this project (two to three per subject).
Science
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in
cells.
b. Construct an argument based on evidence to support the claim that inheritable genetic variations may
result from:
• heritable mutations caused by environmental factors (radiation, chemicals, and viruses).
Math
MGSE9-12.S.CP.4 Construct and interpret two-way frequency tables of data when two categories are
associated with each object being classified. Use the two-way table as a sample space to decide if events are
independent and to approximate conditional probabilities. For example, use collected data from a random
sample of students in your school on their favorite subject among math, science, and English. Estimate the
probability that a randomly selected student from your school will favor science given that the student is in
tenth grade. Do the same for other subjects and compare the results.

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MGSE9-12.S.CP.5 Recognize and explain the concepts of conditional probability and independence in
everyday language and everyday situations. For example, compare the chance of having lung cancer if you
are a smoker with the chance of being a smoker if you have lung cancer
English
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content
ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation. ELAGSE9-10W9: Draw evidence from literary or informational
texts to support analysis, reflection, and research.
Social Studies
SSWH10 Analyze the causes and effects of exploration and expansion into the Americas, Africa, and Asia.
Banking/ Investment

FIN-BII-8 Demonstrate an understanding of risk management basics and personal insurance coverage.

Identify key 21st century skills that students will learn in this project.
List only those skills you plan to assess.
The project will cover and assess the 4 C’s.
1 Critical Thinking and Problem Solving
2 Communication
3 Collaboration
4 Creativity and Innovation

Craft the Driving Question

State the essential question or problem addressed by the project. The statement should encompass all project
content and outcomes and provide a focus for student inquiry. Make sure you have posed an authentic problem
or significant question that engages students and requires core subject knowledge to solve or answer.

What are the implications of the AIDS epidemic on students, Atlanta, and the world?

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Plan the Assessment

Step 1: Define the products for the project. What will you assess?
Early in the project:
Science
The students will listen to and summarize a real-life situation about a person who passed away from the
AIDS/HIV virus. Next, the students will begin a class discussion with (the what, when and how) this
happen. Last, the students will do a simulation to act it out as applies to the real world.
Math
Students will need to create a survey on the spread and awareness of AIDS in Atlanta. They will need to
make sure that they survey enough people to have enough data to analyze.
English
Students will be assessed on their ability to conduct scholarly scientific research. Students will turn in
Works Cited pages.
Social Studies
Students will define the scope and sequence of their infectious disease's timeline project.
Banking/ Investment
Student will describe the principles of health insurance and identify types of coverage and policy types needed
for a person living with AIDS.

Business Communications - Students will research the AIDS epidemic in Atlanta.

During the project:

Science
Math
Students will use the data from their survey to create a two-way frequency table and analyze the results.
English
Students will complete a series of graphic organizers to scaffold the development of the essay and research.
Students will submit a well-developed research essay which demonstrates their ability to select reliable,
valid sources and to integrate sources using the MLA format.
Social Studies
Students will work collaboratively to research the causes and effects of infectious diseases throughout
human history. They will assemble the different infectious diseases on a virtual timeline.

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Banking/ Investment

Students will identify and describe 4 types of insurances needed for a person living with AIDS.

1. Health Insurance 2. Life Insurance 3. Disability Insurance and 4. Long-term Insurance

Business Communications - students will continue to research and also begin to develop a PowerPoint
presentation.

End of the project:

Science
Math
Students will then create a write-up of what the data says and how they might use it to find a solution to
the spread and lack of awareness of AIDS.
English
Students will take the information gathered from activities for all courses and develop a video, pamphlet,
or commercial that can be used as resources for the school’s SAFE Center.
Social Studies
Students will present their infectious diseases timeline.
Banking/ Investment
Students will research, calculate, and provide average totals for health coverage cost for a person living
with AIDS.
Business Communications - students will present their professionally developed presentations using the
information researched and gathered on the AIDS epidemic in Atlanta as it relates to each content area.

Plan the Assessment (2)

Step 2: State the criteria for exemplary performance for each product. Make sure the products and
criteria align with the standards and outcomes for the project.
Product: Science

Math

English
Informational Research Essay
PSA, pamphlet, video

Social Studies

Banking/ Investment

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 Business Communications

Criteria: Science

Math

English
Students will be graded according to a rubric.

research_paper_STE
M.docx

Social Studies

Banking/ Investment

Business Communications
Students will be graded according to a rubric.

PowerPoint
Rubric.pdf

Map the Project

What do students need to know and be able to do to complete the tasks successfully? How and when
will they learn the necessary knowledge and skills? Choose one major product for the project and
analyze the tasks necessary to produce a high-quality outcome.

Project Outline
The project will begin in the social studies class. The instructor will introduce the project to the 10th
grade. Social Studies will focus on the history of infectious diseases and epidemics. The English
instructors will simultaneously begin to teach student “How to conduct research?”

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KNOWLEDGE AND SKILLS NEEDED ALREADY TAUGHT TAUGHT
HAVE BEFORE THE DURING THE
LEARNED PROJECT PROJECT

1. Math

2.Science

3. English
Research Yes
Basic Essay Writing Yes
Developing a PSA Yes
Developing a pamphlet Yes

4. Social Studies

5. Business Communications Students have The benefits of How to

prior using graphs in incorporate
knowledge PowerPoint graphs into the
manipulating presentations PowerPoint
and editing the
PowerPoint
interface

6. Banking/ Investment

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Map the Project (2)

List the key dates and important milestones for this project.
Please see attached calendar.

Manage the Process

List preparations necessary to deliver differentiated instruction to ESL students, special-needs students, or
students with diverse learning styles.
Student accommodations will be made according to IEP’s, 504 plans. Activities are built with student needs
in mind. Teacher will modify reading activities as needed and most activities have multiple product
opportunities for student choice.

How will you and your students reflect on and evaluate the project?
□ Class discussion.

□ Fishbowl.

□ Student-facilitated formal debrief.

□ Teacher-led formal debrief.

□ Student-facilitated formal debrief.

□ Individual evaluations.

□ Group evaluations.

□ Other:

Adapted by You for Youth (http://y4y.ed.gov), with permission, from “Standards-Focused Project-Based
Learning.” Buck Institute for Education: www.bie.org.

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The highlighted sections indicate completion dates

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Research – Media Research – Media
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Introduction of project-
SS

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Narrowing topic- ELA Narrowing topic- ELA Research Packets-ELA Research Packets- ELA

Timeline turned in-SS

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