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Unit Map 2011-2012 International School of Curitiba Pereira, Joyce / Grades 6 to 8: Technology, Digital Literacy & Flue (BP)
/ Grades 6 to 8 (Middle School)
Tuesday, November 29, 2011, 7:25AM
Unit: Safety (Week 1, 5 Weeks) Stage 1 Desired Results
Content Standards
Enduring Understandings (Big Ideas)
Overarching Essential Questions
1. Online talk provides benefits and risks to its users.
1. How should you handle inappropriate online talk?
What Students Should Know (Content Knowledge)
What Students Should be Able to Do (Skills) Students will:
1. Risks of online contact. 2. Identification and avoidance of unwanted online contact.
1. Describe positive aspects of online talking and messaging 2. Identify situations in which online talk may be risky 3. Recognize the warning signs of online predators and feel empowered to deal with them 4. Explore the benefits and risks of online talk. 5. Recognize inappropriate contact. 6. Apply commonsense tips to online talk, and to stay safe when they connect with others.
Stage 2 Assessment Evidence
Assessment Evidence Pre-Assessment Formative Assessment: Quizzes Students complete quizzes before content is taught to assess previous knowledge. Class Discussion Formative Assessment: Journal Responses Students watch and respond to videos that assess Lesson Objectives. Web 2.0 Summative Assessment: Other Visual Assessment Students use a Web 2.0 tool to demonstrate acquired knowledge and skills based on Lesson Objectives. Technology Project Summative Assessment: Technology Project Students complete a technology project where they put into practice the knowledge and skills they have acquired throughout the unit of study.
Stage 3 Learning Plan
Learning Activities 1. Recognize warning signs for potential online predators. 2. Analyze case studies about online interaction with strangers. 3. Extension: Write a “Do” and “Don’t” list of appropriate behaviors for using social networks and blogs. 4. Create “Stay Safe Online!” posters and put on display in the school.
Resources Safety Unit Overview Safe Online Talk- Parent Letter Safe Online Talk- Parent Tip Sheet Lesson 1: Safe Online Talk Lesson 1: Internet Traffic Light Teacher
Lesson 1: Warning Signs Lesson 1: Internet Traffic Light Last Updated: Tuesday, November 29, 2011, 7:24AM Atlas Version 7.2.5 © Rubicon International 2011. All rights reserved
Unit Map 2011-2012 International School of Curitiba Pereira, Joyce / Grades 6 to 8: Technology, Digital Literacy & Flue (BP)
/ Grades 6 to 8 (Middle School)
Tuesday, November 29, 2011, 7:27AM
Unit: Security (Week 6, 4 Weeks) Stage 1 Desired Results
Content Standards
Enduring Understandings (Big Ideas) 1. There are benefits and risks when sharing information online.
Overarching Essential Questions Lesson 1: Strong Passwords 1. How can a secure password help you protect your private information? Lesson 2: Private and Personal Information 1. How can you protect yourself from online identity theft? Lesson 3: What's the Big Deal About Internet Privacy? 1. How do sites collect your information, and what can you do about it?
What Students Should Know (Content Knowledge)
What Students Should be Able to Do (Skills) Students will:
Lesson 1: Strong Passwords 1. The importance of creating a strong password to protect your online information. Lesson 2: Private and Personal Information 1. Protect and manage different types of information you put online. Lesson 3: What's the Big Deal About Internet Privacy?
1. Identify the benefits and risks of sharing information online 2. Create a strong password to protect and secure their information 3. Explain the concept of online privacy, why companies collect information, and the purpose of privacy policies 4. Apply critical-thinking strategies to keep their information safe and secure. 5. Distinguish between different types of information that are safe or unsafe to share online
1. Privacy policies on your favorite websites tell you how your personal information is collected, tracked, sold, and used.
Stage 2 Assessment Evidence
Assessment Evidence
Pre-Assessment Formative Assessment: Quizzes Students complete quizzes before content is taught to assess previous knowledge. Class Discussion Formative Assessment: Journal Responses Students watch and respond to videos that assess Lesson Objectives. Web 2.0 Summative Assessment: Other Visual Assessment Students use a Web 2.0 tool to demonstrate acquired knowledge and skills based on Lesson Objectives. Technology Project Summative Assessment: Technology Project Students complete a technology project where they put into practice the knowledge and skills they have acquired throughout the unit of study. Stage 3 Learning Plan
Learning Activities Lesson 1: What’s the Big Deal About Internet Privacy? • Examine privacy policies on popular, kid-oriented websites • Design a privacy policy for a hypothetical website • Extension: Research and define the term “aggregate data” and then explain its significant for online advertising • Homework: Read and discuss the privacy policy of a favorite website with a family member
Lesson 2: Strong Passwords • Analyze examples of passwords and suggest improvements • Create password tip posters for family and friends • Extension: Practice designing strong and weak passwords by creating one of each for a historical figure • Homework: Create a “random password” using arbitrary combinations of letters, numbers, and symbols; research random password generators online
Lesson 3: Private and Personal Information • Match the correct identify information to the kind of personal information or private information
Resources Internet Safety for Middle School Security Unit Overview Safety and Security- Parent Letter Internet Safety Tips Lesson 1: What's the Big Deal About Internet Privacy? Lesson 2: Strong Passwords Lesson 3: Private and Personal Information
• Write a list of personal information that would be okay to share in a public online profile • Extension: Find websites that request information and classify it as either personally identifying or personal information • Homework: Teach family members about personal and private information, reflecting on how
Lesson Lesson Lesson Lesson Lesson
1: 2: 2: 3: 3:
What's Private? Password Tips Password Challenge Protect Yourself All About Me Last Updated: Tuesday, November 29, 2011, 7:27AM
Atlas Version 7.2.5 © Rubicon International 2011. All rights reserved
Unit Map 2011-2012 International School of Curitiba Pereira, Joyce / Grades 6 to 8: Technology, Digital Literacy & Flue (BP)
/ Grades 6 to 8 (Middle School)
Tuesday, November 29, 2011, 7:32AM
Unit: Digital Life (Week 10, 5 Weeks) Stage 1 Desired Results
Content Standards
Enduring Understandings (Big Ideas)
Overarching Essential Questions
1. Digital media affects the everyday lives of citizens in the 21st century. Lesson 1: Digital Life 101 1. How does digital media affect the lives of citizens in the 21st century? Lesson 2: My Media 1. What are your personal media habits, and how much time do you spend with different forms of media? Lesson 3: The Ups and Downs of Digital Life 1. What are the possibilities and potential pitfalls of using digital media in our social, connected culture? Lesson 4: With Power Comes Responsibility 1. What are the characteristics of a good digital citizen? What Students Should Know (Content Knowledge)
What Students Should be Able to Do (Skills) Students will:
Lesson 1: Digital Life 101 1.
Current digital media and technologies have a 24/7, social nature.
Lesson 2: My Media 1. Media habits are formed as the role of digital media becomes a part of our daily lives. Lesson 3: The Ups and Downs of Digital Life 1. There are a variety of possibilities and pitfalls
1. Identify basic vocabulary and knowledge for discussing digital media, the Internet, and online life. 2. Explore the role digital media play in their lives by examining their own media habits and online activities. 3. Evaluate the perils and possibilities of digital life for themselves and their communities. 4. Explain how using digital media safely, responsibly, and respectfully is an important part of being a good digital citizen. 5. Formulate a viewpoint on the role that digital media play in their lives.
related to digital media for yourself, for your relationships with people close to you, and for society at large.
6. Describe those areas of digital life that can be most ethically charged
Lesson 4: With Power Comes Responsibility 1. Good digital citizens are respectful and responsible in both offline and online communities.
Stage 2 Assessment Evidence
Assessment Evidence Pre-Assessment Formative Assessment: Quizzes Students complete quizzes before content is taught to assess previous knowledge. Class Discussion Formative Assessment: Journal Responses Students watch and respond to videos that assess Lesson Objectives. Web 2.0 Summative Assessment: Other Visual Assessment Students use a Web 2.0 tool to demonstrate acquired knowledge and skills based on Lesson Objectives. Technology Project Summative Assessment: Technology Project Students complete a technology project where they put into practice the knowledge and skills they have acquired throughout the unit of study. Stage 3 Learning Plan
Learning Activities Lesson 1: Digital Life 101 1. 2. 3. 4.
View Intro Video – Digital Life 101 Create Similes about digital life Extension: Turn similes into songs Homework: Challenge parents in Got Media Smarts? quiz
Lesson 2: My Media 1. Discuss My Media Logs 2. Make My Media Bar Graphs
Resources Digital Life Unit Overview Digital Citizenship Parent Letter Digital Life Tip Sheet Lesson 1: Digital Life 101 Lesson 2: My Media Lesson 3: The Ups and Downs of Digital Life Lesson 3: The Ups and Downs of Digital Life Discussion Guide Teacher Lesson 4: With Power Comes Responsibility
Lesson 3: The Ups and Downs of Digital Life 1. Watch Digital Life Video Vignettes –The Upsides and Downsides 2. Discuss ups and downs of our digital culture 3. Extension: Create podcast about digital media’s impact set in 2020
Lesson 4: With Power Comes Responsibility 1. 2. 3. 4.
Discuss Rings of Responsibility Complete Rings of Responsibility Handout Create a Word Web about digital citizenship Extension: Create comic strip about digital citizenship
Lesson 1: My Media Life is Like... Lesson 1: Got Media Smarts? Lesson 1: Digital Life Glossary Lesson 2: My Media Log Lesson 2: My Media Bar Graph Lesson 3: The Ups and Downs of Digital Life Discussion Guide Lesson 4: Rings of Responsibility Last Updated: Tuesday, November 29, 2011, 7:32AM Atlas Version 7.2.5 © Rubicon International 2011. All rights reserved
Unit Map 2011-2012 International School of Curitiba Pereira, Joyce / Grades 6 to 8: Technology, Digital Literacy & Flue (BP)
/ Grades 6 to 8 (Middle School)
Tuesday, November 29, 2011, 7:35AM
Unit: Privacy and Digital Footprints (Week 15, 4 Weeks) Stage 1 Desired Results
Content Standards
Enduring Understandings (Big Ideas) 1. The internet is a public space where digital footprints are left behind by its users.
Overarching Essential Questions Lesson 1: Trillion Dollar Footprint 1. What is a digital footprint, and what does yours convey? Lesson 2: Oops! I Broadcast It on the Internet 1. What are the consequences of over-sharing online? Lesson 3: Secret Sharer 1. How do you respect the privacy of others online? Lesson 4: Top Secret 1. How do you respect the privacy of others online?
What Students Should Know (Content Knowledge)
What Students Should be Able to Do (Skills) Students will:
Lesson 1: Trillion Dollar Footprint 1. You have a digital footprint and that the information that makes up this digital footprint can be searched; copied and passed on; seen by a large, invisible audience, and can be persistent. 2. You can take some control over your digital footprint based on what you post online. Lesson 2: Oops! I Broadcast It on the Internet 1. There are benefits and risks related to the information you post online. 2. You should think critically before posting and sharing information about yourself online.
1. Explain what it means to leave a “digital footprint” online and reflect on the kind of personal information to share about themselves. 2. Create a digital media product that celebrate a “culture of sharing” through digital media while considering some possible harmful effects of over-sharing. 3. Describe ways to respect the privacy of others online. 4. Outline privacy management skills and personal and community privacy codes of conduct. 5. Evaluate when sharing online crosses the line to over-sharing. 6. Discuss what role parents and teachers
Lesson 3: Secret Sharer
should have in students’ online lives.
1. Not only should you protect your own privacy, but you should respect the privacy of others. Lesson 4: Top Secret 1. This lesson is about putting into practice the information they have learned in the lessons above.
Stage 2 Assessment Evidence
Assessment Evidence Pre-Assessment Formative Assessment: Quizzes Students complete quizzes before content is taught to assess previous knowledge. Class Discussion Formative Assessment: Journal Responses Students watch and respond to videos that assess Lesson Objectives. Web 2.0 Summative Assessment: Other Visual Assessment Students use a Web 2.0 tool to demonstrate acquired knowledge and skills based on Lesson Objectives. Technology Project Summative Assessment: Technology Project Students complete a technology project where they put into practice the knowledge and skills they have acquired throughout the unit of study. Stage 3 Learning Plan
Learning Activities
Resources
Lesson 1: Trillion Dollar Footprint Privacy Unit Overview 1. View Privacy Intro Video – The Digital Footprint 2. Examine online profiles of two applicants to a fictional TV show and choose a host based on their digital footprints Extension: Design future digital footprints for themselves by writing online search results 3. Homework: Analyze Candidate Profiles with parents
Privacy Tip Sheet Digital Citizenship Parent Letter Lesson 1: Trillion Dollar Footprint Lesson 2: Oops! I Broadcast It on the Internet Lesson 2: Oops! Class Discussion 6th Teacher
Lesson 2: Oops! I Broadcast It on the Internet 1. View Video Vignettes – Eva and Brittney’s Stories
Lesson 2: Oops! Class Discussion 7th, 8th Teacher Lesson 3: Secret Sharer
2. Role-play and discuss case studies about over-sharing 3. Extension: Make video vignettes of privacy dilemmas
Lesson 3: Privacy of Others Teacher Lesson 4: Top Secret
Lesson 3: Secret Sharer 1. Analyze case studies about compromising other people’s privacy 2. Debate thornier issues of case studies 3. Extension: Analyze the Bloggers’ Code of Ethics
Lesson 4: Top Secret 1. Play online interactive 2. Discuss major privacy issues that arise in interactive
Lesson 1: Choose a Host Lesson 1: My Digital Footprint Lesson 2: Oops! Discussion Guide 6th Lesson 2: Oops! Discussion Guide 7th, 8th Lesson 3: Privacy of Others Handout Lesson 4: Story Transcript Last Updated: Tuesday, November 29, 2011, 7:35AM Atlas Version 7.2.5 © Rubicon International 2011. All rights reserved
Unit Map 2011-2012 International School of Curitiba Pereira, Joyce / Grades 6 to 8: Technology, Digital Literacy & Flue (BP)
/ Grades 6 to 8 (Middle School)
Tuesday, November 29, 2011, 7:36AM
Unit: Connected Culture (Week 19, 3 Weeks) Stage 1 Desired Results
Content Standards
Enduring Understandings (Big Ideas) 1. Ethical and social issues are inherent in the area of online relationships.
Overarching Essential Questions Lesson 1: Chart It 1. How do you judge the intentions and impact of people’s words and actions online? Lesson 2: What's Cyber bullying? 1. What is cyber bullying, and how do you deal with it? Lesson 3: Cyber bullying- Crossing the Line 1. When does inappropriate online behavior cross the line to cyber bullying, and what can you do about it? Lesson 4: Cyber bullying- be Upstanding 1. How can you be an “upstander” when cyber bullying occurs? Lesson 5: Build Your Ideal Community 1. How do you build a positive online community? Lesson 6: Forms and Norms 1. What are the norms of positive online communication?
What Students Should Know (Content Knowledge)
What Students Should be Able to Do (Skills) Students will:
Lesson 1: Chart It 1. People’s intentions and the impact of their words and actions online can be interpreted and understood.
1. Explain how different audiences require different types of communication and online etiquette 2. Identify, respond to, and limit the negative impact of cyber bullying and other unethical or harmful online behaviors.
Lesson 2: What's Cyber bullying? 1. Cyberbullying can be both similar to and different than in-person bullying 2. There are basic strategies for handling cyberbullying when it arises.
3. Describe ways to create positive online communities rooted in trust and respect. 4. Construct solutions to online inter-personal dilemmas that exemplify ethical behavior. 5. Analyze offensive online behavior that could be considered to “cross the line”
Lesson 3: Cyber bullying- Crossing the Line 1. There is a difference between good-natured teasing and cyberbullying. 2. Serious forms of cyberbullying include harassment, deception, “flaming,” and threats to safety. Lesson 4: Cyber bullying- be Upstanding 1. There are two main forms of dealing with cyberbullying: being a passive bystander versus a brave upstander. Lesson 5: Build Your Ideal Community 1. You can promote positive online communities through responsibility and respect. Lesson 6: Forms and Norms 1. There are forms and norms of effective communication in an online context.
Stage 2 Assessment Evidence
Assessment Evidence Pre-Assessment Formative Assessment: Quizzes Students complete quizzes before content is taught to assess previous knowledge. Class Discussion Formative Assessment: Journal Responses Students watch and respond to videos that assess Lesson Objectives. Web 2.0 Summative Assessment: Other Visual Assessment Students use a Web 2.0 tool to demonstrate acquired knowledge and skills based on Lesson Objectives. Technology Project Summative Assessment: Technology Project Students complete a technology project where they put into practice the knowledge and skills they have acquired throughout the unit of study. Stage 3 Learning Plan
Learning Activities
Resources
Lesson 1: Chart It Connected Culture: Unit Overview 1. View Intro Video – Our Connected Culture 2. Create Cartoon based on Chart It scenarios providing a solution to problem. 3. Extension: Invent Chart It scenarios 4. Homework: Plot Chart It scenarios with parents Lesson 2: What's Cyber bullying? 1. Make chart comparing bullying with cyber bullying 2. Read cyber bullying story and identify players and feelings 3. Extension: Write email advice to cyberbullied student Lesson 3: Cyber bullying- Crossing the Line 1. View Video Vignette – Stacey’s Story 2. Discuss video vignettes and related case studies 3. Extension: Brainstorm ideas for cyber bullying reporting system Lesson 4: Cyber bullying- be Upstanding 1. Turn cyber bullying bystander stories into upstander stories 2. Create diagram of cyber bullying players 3. Extension: Create Cyber bullying Survival Guide Lesson 5: Build Your Ideal Community 1. Read about Whyville best practices and policies 2. Create an online community charter 3. Extension: Make Word Cloud about online community Lesson 6: Forms and Norms 1. 2. 3. 4.
Role-play norms of communication Analyze forms and norms transcripts Adapt transcripts for a new audience Extension: Translate common “text speak” for adults
Lesson 1: You Chart-It
Parent Letter Connected Culture: Tip Sheet Cyberbullying: Tip Sheet Lesson 1: Chart It Lesson 2: What's Cyberbullying? Lesson 3: Cyberbullying- Crossing the Line Lesson 3: Cyberbullying- Crossing the Line Teacher Handout Lesson 4: Be Upstanding Lesson 5: Build Your Ideal Community Lesson 6: Forms and Norms Lesson 6: Mystery Transcripts Teacher Handout
Lesson 2: That's Cyberbullying Lesson 3: Cyberbullying- Crossing the Line Discussion Guide Lesson 4: Why Care? Lesson 5: You Build It Lesson 6: Mystery Transcripts Chart It- Cartoon Creator What's Cyberbullying- Comic Strip Creator Last Updated: Tuesday, November 29, 2011, 7:36AM Atlas Version 7.2.5 Š Rubicon International 2011. All rights reserved
Unit Map 2011-2012 International School of Curitiba Pereira, Joyce / Grades 6 to 8: Technology, Digital Literacy & Flue (BP)
/ Grades 6 to 8 (Middle School)
Tuesday, November 29, 2011, 7:38AM
Unit: Self-Expression and Identity (Week 22, 3 Weeks) Stage 1 Desired Results
Content Standards
Enduring Understandings (Big Ideas) 1. Which me should I be? Offline me vs. online me. 2. There are benefits and risks as you present yourself online.
Overarching Essential Questions Lesson 1: Your Online Self 1. How do you present yourself to others on the Internet? Lesson 2: Which Me Should I Be? 1. What are the benefits and risks of presenting yourself in different ways online?
What Students Should Know (Content Knowledge)
What Students Should be Able to Do (Skills) Students will:
Lesson 1: Your Online Self 1. Presenting yourself to the world in positive and beneficial ways.
Lesson 2: Which Me Should I Be?
1. Understand how anonymity impacts the way people explore and express different aspects of their personality online. 2. Analyze the motivations, benefits, and potential harms to oneself and others of assuming an online identity that’s different than one’s offline self.
1. You have unique characteristics that make up who you are. 2. Adopting different identities online can be beneficial, but can also pose risks to yourself and others.
Stage 2 Assessment Evidence
Assessment Evidence Pre-Assessment Formative Assessment: Quizzes Students complete quizzes before content is taught to assess previous knowledge. Class Discussion Formative Assessment: Journal Responses Students watch and respond to videos that assess Lesson Objectives.
Web 2.0 Summative Assessment: Other Visual Assessment Students use a Web 2.0 tool to demonstrate acquired knowledge and skills based on Lesson Objectives. Technology Project Summative Assessment: Technology Project Students complete a technology project where they put into practice the knowledge and skills they have acquired throughout the unit of study. Stage 3 Learning Plan
Learning Activities Lesson 1: Your Online Self 1. View Intro Video – Self-Expression and Identity 2. Diagram the differences between their online and offline personas 3. Extension: Design an online profile for a partner on a piece of paper 4. Homework: Design a personal profile on a paper “website”
Resources Self-Expression Unit Overview Digital Citizenship Parent Letter Self-Expression Tip Sheet Lesson 1: My Online Self Lesson 2: Which Me Should I Be? Lesson 2: Take a Stand Teacher Handout
Lesson 2: Which Me Should I Be? 1. View Video Vignette: Henry’s Story 2. Analyze ethical dilemmas about online selfpresentation 3. Extension: Write case studies to extend the Take a Stand class activity 4. Homework: Design a personal profile on a paper “website”
Lesson 1: Offline Online Profile Lesson 1: Partner Profile Lesson 2: Take a Stand Last Updated: Tuesday, November 29, 2011, 7:38AM Atlas Version 7.2.5 © Rubicon International 2011. All rights reserved
Unit Map 2011-2012 International School of Curitiba Pereira, Joyce / Grades 6 to 8: Technology, Digital Literacy & Flue (BP)
/ Grades 6 to 8 (Middle School)
Tuesday, November 29, 2011, 7:45AM
Unit: Respecting Creative Work (Week 25, 4 Weeks) Stage 1 Desired Results
Content Standards
Enduring Understandings (Big Ideas) 1. With the power of a 21st-century creative artist, comes ethical responsibility.
Overarching Essential Questions Lesson 1: A Creator's Rights 1. What rights do you have as a creator? Lesson 2: A Creator's Responsibilities 1. What responsibilities do you have to respect others’ creative work? Lesson 3: Re-Work, Re-Use, Re-Mix 1. How do creators apply fair use?
What Students Should Know (Content Knowledge)
What Students Should be Able to Do (Skills) Students will:
Lesson 1: A Creator's Rights 1. You have rights as a creator. Lesson 2: A Creator's Responsibilities 1. You have responsibilities as creators and users of creative work. Lesson 3: Re-Work, Re-Use, Re-Mix 1. This lesson is about putting into practice the information they have learned in the lessons above.
1. Examine the importance of copyright law, fair use and the public domain, and their rights a owners and users. 2. Evaluate the differences between sharing creative works ethically and legally, and pirating, plagiarizing, illegal downloading, and digital cheating. 3. Explore different models for getting attribution for their own creative work. 4. Describe how giving other people credit for their contribution is a sign of respect. 5. Create an original work of fair use
Stage 2 Assessment Evidence
Assessment Evidence Pre-Assessment Formative Assessment: Quizzes Students complete quizzes before content is taught to assess previous knowledge. Class Discussions
Formative Assessment: Journal Responses Students watch and respond to videos that assess Lesson Objectives. Web 2.0 Summative Assessment: Other Visual Assessment Students use a Web 2.0 tool to demonstrate acquired knowledge and skills based on Lesson Objectives. Technology Project Summative Assessment: Technology Project Students complete a technology project where they put into practice the knowledge and skills they have acquired throughout the unit of study. Stage 3 Learning Plan
Learning Activities
Resources
Lesson 1: A Creator's Rights Unit Overview 1. 2. 3. 4.
View Intro Video – Credit for Creative Work Explore copyright history of “Happy Birthday” Create an original happy birthday song Extension: Become copyright detectives and explore Creative Commons licensing 5. Homework: Apply knowledge of copyright to a movie Lesson 2: A Creator's Responsibilities 1. View Video Vignette: Nicole’s Story 2. Read case studies and discuss ethical challenges 3. Use Ask, Acknowledge, Add Value model 4. Extension: Role play ethical dilemmas about respecting creative work 5. Homework: Interview family members using student discussion guide Lesson 3: Re-Work, Re-Use, Re-Mix 1. View Video Vignette: Henry’s Story 2. Fill out Four Points of Fair Use Student Handout 3. Apply the four points of fair use to two case studies 4. Create an original work of fair use 5. Homework: Show collage or video remix to family members and point out examples of fair use
Lesson 1: 411 for Creators Lesson 1: The Truth About Happy Birthday
Parent Tip Sheet Parent Letter Lesson 1: A Creator's Rights Lesson 1: Teacher Backgrounder Lesson 1: 411 Creators Teacher Handout Lesson 1: Copyright Detectives Teacher Handout Lesson 2: A Creator's Responsibilities Lesson 2: 6th Discussion Guide (Nicole's Story) Teacher Lesson 2: 7th, 8th Discussion Guide (Henry's Story) Teacher Lesson 3: Rework, Reuse, Remix
Lesson 1: Copyright Detectives Lesson 2: 6th Discussion Guide (Nicole's Story) Lesson 2: 7th, 8th Discussion Guide (Henry's Story) Lesson 3: Four Points of Fair Use Last Updated: Tuesday, November 29, 2011, 7:45AM Atlas Version 7.2.5 Š Rubicon International 2011. All rights reserved
Unit Map 2011-2012 International School of Curitiba Pereira, Joyce / Grades 6 to 8: Technology, Digital Literacy & Flue (BP)
/ Grades 6 to 8 (Middle School)
Tuesday, November 29, 2011, 7:45AM
Unit: Respecting Creative Work (Week 25, 4 Weeks) Stage 1 Desired Results
Content Standards
Enduring Understandings (Big Ideas) 1. With the power of a 21st-century creative artist, comes ethical responsibility.
Overarching Essential Questions Lesson 1: A Creator's Rights 1. What rights do you have as a creator? Lesson 2: A Creator's Responsibilities 1. What responsibilities do you have to respect others’ creative work? Lesson 3: Re-Work, Re-Use, Re-Mix 1. How do creators apply fair use?
What Students Should Know (Content Knowledge)
What Students Should be Able to Do (Skills) Students will:
Lesson 1: A Creator's Rights 1. You have rights as a creator. Lesson 2: A Creator's Responsibilities 1. You have responsibilities as creators and users of creative work. Lesson 3: Re-Work, Re-Use, Re-Mix 1. This lesson is about putting into practice the information they have learned in the lessons above.
1. Examine the importance of copyright law, fair use and the public domain, and their rights a owners and users. 2. Evaluate the differences between sharing creative works ethically and legally, and pirating, plagiarizing, illegal downloading, and digital cheating. 3. Explore different models for getting attribution for their own creative work. 4. Describe how giving other people credit for their contribution is a sign of respect. 5. Create an original work of fair use
Stage 2 Assessment Evidence
Assessment Evidence Pre-Assessment Formative Assessment: Quizzes Students complete quizzes before content is taught to assess previous knowledge. Class Discussions
Formative Assessment: Journal Responses Students watch and respond to videos that assess Lesson Objectives. Web 2.0 Summative Assessment: Other Visual Assessment Students use a Web 2.0 tool to demonstrate acquired knowledge and skills based on Lesson Objectives. Technology Project Summative Assessment: Technology Project Students complete a technology project where they put into practice the knowledge and skills they have acquired throughout the unit of study. Stage 3 Learning Plan
Learning Activities
Resources
Lesson 1: A Creator's Rights Unit Overview 1. 2. 3. 4.
View Intro Video – Credit for Creative Work Explore copyright history of “Happy Birthday” Create an original happy birthday song Extension: Become copyright detectives and explore Creative Commons licensing 5. Homework: Apply knowledge of copyright to a movie Lesson 2: A Creator's Responsibilities 1. View Video Vignette: Nicole’s Story 2. Read case studies and discuss ethical challenges 3. Use Ask, Acknowledge, Add Value model 4. Extension: Role play ethical dilemmas about respecting creative work 5. Homework: Interview family members using student discussion guide Lesson 3: Re-Work, Re-Use, Re-Mix 1. View Video Vignette: Henry’s Story 2. Fill out Four Points of Fair Use Student Handout 3. Apply the four points of fair use to two case studies 4. Create an original work of fair use 5. Homework: Show collage or video remix to family members and point out examples of fair use
Lesson 1: 411 for Creators Lesson 1: The Truth About Happy Birthday
Parent Tip Sheet Parent Letter Lesson 1: A Creator's Rights Lesson 1: Teacher Backgrounder Lesson 1: 411 Creators Teacher Handout Lesson 1: Copyright Detectives Teacher Handout Lesson 2: A Creator's Responsibilities Lesson 2: 6th Discussion Guide (Nicole's Story) Teacher Lesson 2: 7th, 8th Discussion Guide (Henry's Story) Teacher Lesson 3: Rework, Reuse, Remix
Lesson 1: Copyright Detectives Lesson 2: 6th Discussion Guide (Nicole's Story) Lesson 2: 7th, 8th Discussion Guide (Henry's Story) Lesson 3: Four Points of Fair Use Last Updated: Tuesday, November 29, 2011, 7:45AM Atlas Version 7.2.5 Š Rubicon International 2011. All rights reserved
Unit Map 2011-2012 International School of Curitiba Pereira, Joyce / Grades 6 to 8: Technology, Digital Literacy & Flue (BP)
/ Grades 6 to 8 (Middle School)
Tuesday, November 29, 2011, 7:50AM
Unit: Researching and Evaluation (Week 34, 4 Weeks) Stage 1 Desired Results
Content Standards
Enduring Understandings (Big Ideas) 1. Quality and trust are guides on a quest for knowledge.
Overarching Essential Questions Lesson 1: Identifying High-Quality Sites 1. When can you trust what you find on the Web? Lesson 2: How to Cite a Site 1. How do I cite different types of online source? Lesson 3: Sticky Sites 1. How do websites attract visitors — and keep them there?
What Students Should Know (Content Knowledge)
What Students Should be Able to Do (Skills) Students will:
Lesson 1: Identifying High-Quality Sites 1. Anyone can publish on the Web, so not all sites are equally trustworthy. Lesson 2: How to Cite a Site 1. Citing sources appropriately is important when doing research.
1. Compare and contrast evaluation strategies to a site that determine how trustworthy and useful it is. 2. Identify multiple types of online sources. 3. Create bibliography citations. 4. Analyze ulterior marketing motives integrated into engaging websites. 5. Explain a "sticky" site and how it relates to marketing.
Lesson 3: Sticky Sites 1. Special features are used to attract and retain visitors to websites.
Stage 2 Assessment Evidence
Assessment Evidence Pre-Assessment Formative Assessment: Quizzes Students complete quizzes before content is taught to assess previous knowledge.
Class Discussion Formative Assessment: Journal Responses Students watch and respond to videos that assess Lesson Objectives. Web 2.0 Summative Assessment: Other Visual Assessment Students use a Web 2.0 tool to demonstrate acquired knowledge and skills based on Lesson Objectives. Technology Project Summative Assessment: Technology Project Students complete a technology project where they put into practice the knowledge and skills they have acquired throughout the unit of study. Stage 3 Learning Plan
Learning Activities Lesson 1: Identifying High-Quality Sites 1. Evaluate the quality of sites using the Website Test 2. Extension: Find quality sites for a Math Homework Help project 3. Homework: Write a short research paper; compare and contrast the quality of Web sources used
Resources Unit Overview Parent Letter Parent Tip Sheet Lesson 1: Identifying High-Quality Sites Lesson 1: Test Before you Trust Teacher Lesson 2: How to Cite a Site Lesson 3: Sticky Sites
Lesson 2: How to Cite a Site 1. Form accurate citations for online newspaper and magazine articles, professional sites, and reference sites 2. Extension: Collaboratively make a bibliography on any theme 3. Homework: Create citations for books and compare with citations for online sources Lesson 3: Sticky Sites 1. Analyze sticky sites using the “Three C’s” recipe model 2. Extension: Choose a product and out-line a sticky site home page that would try to sell it 3. Homework: Step into the shoes of an advertiser and design a sticky site that would attract a friend
Lesson 1: Test Before you Trust Lesson 2: Cite Your Site Lesson 3: Recipe for Sticky Site Last Updated: Tuesday, November 29, 2011, 7:50AM Atlas Version 7.2.5 © Rubicon International 2011. All rights reserved