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Digital Citizenship Unit

Mel Carnahan Mindy Foelske Marija Musselman Andi Poe

INSTTECH 6240 Instructional Design Fall 2012

Table of Contents
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Team Project Components............................................................................................................................p. 3 Iowa Core/Standards and Expectations .....................................................................................................p. 6 Stage 1: Identify Desired Outcomes..............................................................................................................p. 9 Learner Analysis...........................................................................................................................................p. 11 Stage 2: Determine Accepted Evidence.........................................................................................................p. 16 Types of Evidence........................................................................................................................................p. 17 GRASPS.......................................................................................................................................................p. 18 Stage 3: Plan Learning Experiences and Instruction......................................................................................p. 24 Unit Timeline................................................................................................................................................p. 24 Learning Goals..............................................................................................................................................p. 29 Formative Evaluation....................................................................................................................................p. 43 Summative Evaluation..................................................................................................................................p. 46 Intended Recipients.......................................................................................................................................p. 47 Rubric for Self Assessment...........................................................................................................................p. 48 Mindy Foelske Individual Component..........................................................................................................p. 49 Mel Carnahan Individual Component............................................................................................................p. 57 Andi Poe Individual Component...................................................................................................................p. 73 Marija Musselman Individual Component.....................................................................................................p. 92

Digital Citizenship Unit

Team Four- Marija, Mel, Mindy and Andi

TEAM PROJECT COMPONENTS:

a) Describe the project This project will focus on how guiding targeted learners, K-5 elementary students in a middle class suburban school in Iowa, in becoming contributing member of the digital community in a safe manner. This Digital Citizenship unit is designed implementing the constructivist learning theory, the model of Understanding by Design (Wiggins & McTighe, 2005) and the classroom-level technology integration model: ASSURE (Heinrich, Molenda & Russell, 1982). To effectively integrate technology into the Digital Citizenship Unit the ASSURE model is implemented to aid in that process. The decision to use the Understanding by Design instructional design model was based on the idea of starting with the end goal in mind and unpacking the common core standards as they relate to social studies, writing, and technology. The end goal will result the targeted learner, K-5 elementary students, commenting on a blog, demonstrating the use of appropriate voice, and displaying appropriate digital citizenship in an online community in a safe manner. This unit will last for a period of two weeks with lessons of varying length occurring each day depending on the content covered, student activity or assignment, and grade level. b) Identity the problems/issues in the context of 21st century learning and come to a decision as to what would be the focus of your team project. Without norms of digital citizenship, there can be abuses and misuse of the technology one will continue to see a pattern of misuse and abuse related to technology in our schools. Unfortunately due to the rapid rate at which technology has developed, there are few rules regarding what is appropriate and inappropriate behavior on the web. It is imperative that in todays classrooms teachers help their students learn how to use technology to connect to the world. People in the 21st century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. Membership in global communities is a large part of the 21st century skills we are teaching our students. The Iowa Core includes the Universal Constructs that include: critical thinking, complex communication, creativity, collaboration, flexibility and adaptability, and productivity and accountability.

Image Provided by Heartland AEA, Johnston, Iowa http://moodle.aea11.k12.ia.us/mod/tab/view.php?id=37620

In order for our students to become global citizens according to the Iowa Core, students need to possess the characteristics of digital citizenship. Students that demonstrate these characteristics will understand, cultural, societal issues related to technology and have the ability to practice legal and ethical behavior. Digital citizenship includes the concept of positive aspects of technology so that everyone can work and play in this digital world.

No longer do children complete their research on projects solely in the library. Now, there is a vast landscape of resources available on the internet. As soon as children begin to visit the online world, they need the knowledge to do that safely, securely, and responsibly. Our focus is to create a resource for students and teachers to help them develop these new responsibilities. c) Articulate the rationale for the project What purposes will this project serve at local, national and even global levels and for whom? The purpose of this unit is to prepare students with the skills necessary to participate in a digital society. Students must be aware of how to navigate the digital landscape, interact with others, and collaborate online in a safe and ethical manner. Students will acquire an understanding of how responsible and safe digital citizens participate in and contribute to online communities by comparing real-life and virtual communities, reading blog posts and comments, analyzing blog posts and comments, writing blog posts that represent themselves appropriately, commenting on their peers blog posts, and evaluating their own posts and comments. d.) Decide who this project is for What grade levels? What kinds of pupils? The targeted learners are kindergarteners through 5th grade students who attend a middle class suburban school that serves a diverse population of students consisting of 25% free and reduced, 49% minority, and 4% special needs. The students have access to computers in their classroom as well as a designated time for the computer lab weekly. Students have a working knowledge of basic computer skills.

IOWA CORE/STANDARDS AND EXPECTATIONS:

K-2 Essential Concept and/or Skill: Understand and practice appropriate and safe uses of technology. Understand that stealing information and things others have created is the same as stealing tangible items. Be aware of why it is unsafe for students to provide others with information about themselves. Demonstrate awareness of the importance of communicating with adults about things that might concern them. Understand why technology is useful in helping them complete a task.
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 Use technology to explore personal interests. Demonstrate to others how to use technology tools in ways that assist, rather than prevent, others from learning. K-2 Essential Concept and/or Skill: Understand that different groups may have different rules and patterns of acceptable behavior. Understand that people belong to some groups because they are born into them and some because they join them. Understand that groups influence ones thoughts and actions. Understand that a community is a group to which a person may belong. Understand that people tend to live in families in which individuals have different roles. Understand the features of nuclear and extended families. K-2 Essential Concept and/or Skill: Production and Distribution of Writing With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.K.6.) (W.1.6) (W.2.6) 3-5 Essential Concept and/or Skill: Understand and practice appropriate, legal, and safe uses of technology for lifelong learning. Demonstrate awareness of the dangers of sharing personal information with others. Demonstrate an understanding of what electronic theft and plagiarism are and why they are harmful. Identify the positive values of using technology to accomplish tasks. Use technology to explore and pursue personal interests. Show others how to use new technologies, and use technology in a way that assists, rather than prevents, others from learning. 3-5 Essential Concept and/or Skill: Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action. Understand what it means to be a citizen. Understand why civic responsibility is important and know examples of civic responsibility. 3-5 Essential Concept and/or Skill: Production and Distribution of Writing With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (W.3.6.)
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 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W.4.6.) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (W.5.6.) How does the project relate to the mission/vision of the school/district? As we continue to move toward increased technology in our districts, it is vital to educate our students to become aware of not only the importance of digital citizenship, but also understand their roles in the global community, and their rights and responsibilities within that community.

Project overview Possible points: 0 - 50

Beyond expectations 10-8

Meeting expectations 7-5

Below expectations 4-0

(Ping) Project description is well thought out and thoroughly organized, including the contextual information, the target audience, and the length of the project.

Project description is well organized, including the contextual information, the target audience, and the length of the project.

There is a lack of the organization of the project description, missing any of the following elements, such as the contextual information, the target audience or the length of the project.

e (need to move into the Project description.) done. MC

The problem(s) is/are clearly identified and well stated.

The problem(s) is/are stated.

The problem(s) is/are not clearly identified, and stated.

The rationale(s) for designing the training or instruction is/are clearly articulated.

The rationale(s) for designing the project is/are articulated.

The rationale(s) for designing the training/instruction is/are not well stated.

Your proposed solution to the problem(s) is specifically and clearly stated.

Your proposed solution to the problem(s) is clearly stated.

Your proposed solution to the problem(s) is not clearly stated.

The overall project goal(s) is/are do-able within your proposed timeframe, and are needed.

The overall project goal(s) is/are doable within your proposed timeframe.

The overall project goal(s) is/are not doable within your proposed timeframe, and are needed.

STAGE 1: IDENTIFY DESIRED RESULTS:

a) Establish the overall goals 1. Students will participate in online communities as a responsible digital citizen and represent themselves and interact with others in a safe and appropriate manner. 2. Students will use writing to explore and express the similarities and differences of typical communities and digital communities. 3. Students will become active members of a digital community, using online etiquette to explore interests, create projects and communicate with one another. b) Plan the overall structure of the interdisciplinary unit/a series of training Main Structure of unit: Students and teachers will access many components of the unit through a Digital Citizenship Symbaloo site that was created by the team. The site includes video, games, information, and opportunities for whole group and small group discussion. Teachers will follow a written Lesson Plan that will lead them through the components of the unit, which will include activities that allow the students to learn about communities as they related to the digital world, safe practices relating to the internet, and also practice their writing skills throughout the unit as it relates to online use. c) Determine the desired understandings for the whole project 1. Understand and practice appropriate, legal, and safe uses on technology for lifelong learning. 2. Understand the relationship of the individual to the components of society and culture. 3. Understand how to use production and distribution of writing. d) Identify essential questions (Figure 5.2 and 5.3) and understandings for the whole project (Figure 6.2, p.131. **This is only the first draft for components c & d, you need to redo these components after making the alignment with those of the specific content areas)

Concepts Citizenship/Communities Safety Relationships Communication Essential Questions: 1. How does communication online affect personal safety and relationships with others? 2. How does participation in an online community build relationships with others? Topical/Guiding Questions: 1. What is a digital citizen and how can we follow online rules to ensure digital citizenship? 2. How is being a citizen of the internet the same/different than my hometown? 3. What are your social, legal, and ethical responsibilities when using the Internet? 4. What should you know to effectively use the Internet as a means of communication and collaboration and how does your voice/participation change depending on your medium or audience? - needs rewording

LEARNER ANALYSIS:
Information Categories 1. Entry Skills Data Sources - Last years Cummulative Folders - Observation from large group discussions - Benchmark Data/PA profile for reading abilities - Observation in lab during classroom lab time Learner Characteristics - Students have varying reading levels. K-5 reading levels. - Students have used the computers in their classrooms and know the basic operations and functions. - K-5 Students in an Elementary School Setting - ELL and IEP students present in each

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grade level Learning Setting: Classroom/Computer Lab 2. Prior Knowledge of topic area Online Survey and Observations: - Observations from large group discussions. - Online survey taken at the beginning of the school year. - Observations during classroom computer use and computer lab class. - Kindergarten students have little to no background knowledge regarding digital citizenship, digital communities, or blogs. - Kindergarten students are aware of communication through email but have not used their school email accounts. - Kindergarten students have no background knowledge of blogs. - 1st & 2nd grade students have some background knowledge of digital citizenship, digital communities from previous units and class projects. - 1st & 2nd grade students have used their email accounts for email buddies. - 1st & 2nd grade students are aware of blogs, but have not participated individually, only as a class. - 3rd through 5th grade students have previous experience with digital citizenship and digital communities from units in prior years and use in the classroom/computer lab. - 3rd through 5th grade students have previous experience with email and whole class experience with blogs. - Students have positively been involved in classroom websites blogs, student email accounts, and digital communities. Each grade level possessing more experiences.

3. Attitudes toward content

- Anecdotal Evidence - Interest surveys

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- Students are excited about using blogs to share their learning and to connect to other students within the school and outside. - K-2 students are using teacher directed blogs. Their teachers create the content and share with their students - 3-5 students have access to blogs and are beginning to write their own entries - Student have also reported some concerns for internet safety and their role in the projects. 4. Attitudes toward potential delivery system - Classroom Observations - Exit Slips following lessons - Students express that they want to use the computers more and do research and share with others on their blogs -Students are concerned about possible dangers on the internet - Students have expressed interest in being part of a global community - Students are excited to use online communities in the classroom to communicate and collaborate with peers. - Students are concerned with personal safety and want to participate in online communities safely. - Students have also expressed parental concerns regarding internet use. - Students are confident they can be a safe digital citizen online. - The interactive and collaborative nature of the lessons, along with the relevance to their concerns, will ensure student engagement during instruction.

5. Motivation for instruction (ARCS)

- Observations from large and small group discussions in the classroom. - Interest surveys - Exit Slips following lessons

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6. Educational and ability Interviews and Observations: levels - PA Profiles K-1 - Communities Unit in K-1 - Benchmarking Data 2-5 - Keyboarding Skills Test 3-4 - Citizenship Unit in Social Studies 3-4

Education Levels: - Elementary Level K-5 - Learners are fairly diverse in their educational and ability levels. - There are IEP identified students in each grade level. - There are also identified ELP/TAG students for each grade level. - ELL student population -Students have varying technology abilities, due to the spread in grade level - All students have access to technology on a weekly basis - All students have ipads/laptops in their rooms and have access for use - All reading level abilities - Different Learning Styles are identified - Most of the students have experience and find cooperative learning comfortable and productive - Students respond well to visual representations - Multiple sources of information is presented to students - Students have a positive attitude toward using computers in the classroom and computer lab. - Students think it is important to learn how to use computers to communicate and work collaboratively with others in a safe manner. - Students know that teachers want to

7. General learning preference

Attitude Data: - Learners Survey - Classroom Observations - Students File from previous teachers

8. Attitudes toward training organization

Interviews and Observations: - Observations from large and small group discussions in the classroom. - Interest surveys - Exit Slips following lessons

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help them interact safely with others online. - Students generally have positive regard for school, their teachers and the learning environment. 9. General group characteristics a. heterogeneity b. size c. overall impressions Records: - Last years Cummulative Folders - Student Files from previous teachers Observations: - Classroom observations Heterogeneity: - Students are all the same grade level in each classroom. - Students come from a variety of ethnic and socioeconomic backgrounds. - Learners are fairly diverse in their educational and ability levels. Size: - Classroom size varies from 22 to 29 students. Overall impressions: - Will need support for IEP and ELL students in each grade level. - Will need visual guides for students to follow during lesson and work time.

Feedback

Exceeds Expectations 100-95 %

Meets Expectations 90-85%

Below Expectations Below 85% Table 5.4 format was not used to describe the learner but the majority of the information required was documented. Includes information categories

Identify a broad range of observed and hypothetical learner characteristics for the particular area(s) of preparation.

Uses Table 5.4 format to describe the learner.

Describe and/or document

Includes well developed

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specific learner characteristics which influence the selection of instructional strategies.

Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

information categories 1 - 6 from Table 5.4

1 - 6 without using Table 5.4 format

Includes well developed information categories 7 & 9 from Table 5.4 Uses ARCs model to describe motivation. Description and rationale for Instructional strategies appropriate.

Includes information categories 7 & 9 without using Table 5.4 format Motivation described. Description and rationale for Instructional strategies not complete.

Select motivational strategies appropriate for the target learners, task, and learning situation.

DETERMINE ACCEPTED EVIDENCE: Resources needed:

Symbaloo site with websites used in lessons http://www.symbaloo.com/mix/digitalcitizenship21 All web based resources: images, videos, activities

Commonsense media lessons/printouts/videos http://www.commonsensemedia.org/educators/curriculum http://cybersmartcurriculum.org/digitalcitizenship/ Computer Lab or classroom computers

lessons/printouts/videos lessons/printouts/videos Each child will need to draft blogs and use the computer to respond to feedback and to also to explore other student blogs.

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Classroom teacher/Technology Instructor

Classroom teacher can teach this unit, however, if the school district has a technology teacher, the partnership would be very beneficial between the two. www.glogster.edu http://edublogs.org/ 2 weeks of daily lessons 20-30 minutes for K-2 30-40 minutes for 3-5

Registration to glogster for students (username & password lists) Registration and sign up for students (username & password lists) Time for Instruction

TYPES OF EVIDENCE:
Performance Tasks: Students will research personal interests and create a glog to represent those interests to share with classmates and family members. Students will create a poster to highlight safety tips for online behavior. Students will create a Audioboo to tell how to stay safe online and in real life. Students will read and analyze blog posts. Students will create a blog post and comment on peer posts. Students will analyze peer posts. Students will self evaluate their blog posts and comments. Students will communicate online with a pen pal about their neighborhood.

Academic Prompts:

1. How is traveling online the same and different from traveling in real life?

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2. Is a community out in the world the same as a community online? 3. What are ways to communicate with people far away? 4. What are some of the dangers of spending time on the internet? 5. How can you protect yourself when going online? 6. How do you identify and interact with strangers online? 7. What is considered stealing on the internet? 8. How does your communication change depending on the topic and audience? What is your purpose? Quiz and Test Items Google form Revising/rewriting an example blog post Identify warning signs on a website that might indicated that it is unsafe pair share exit slip classroom discussionsteacher observationanecdotal records-

Informal Checks for Understanding

Specify learners performance tasks by using GRASPS (Figure.7.7, p. 159)

GRASPS TASK DESIGN PROMPTS: Grade level K-2

Goal:

Your task is to create a page for a digital storybook. The goal is to include the pictures and information from our neighborhood walk to help the students learn about their neighborhoods. The problem or challenge is navigating the software for the project. The obstacles to overcome are to remember how to use the digital storybooking tools effectively.

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Role

You are an expert on your neighborhood. You have been asked to describe your neighborhood and how to travel in it. Your job is explain how to travel in your neighborhood. Audience Your clients are your classmates, teacher, and family. The target audience is your classmates and teacher. You need to convince your audience that you know all about your neighborhood. Situation The context you find yourself in is within your real life neighborhood. The challenge involves dealing creating a digital storybook page that will tell about safety in your neighborhood. Product, Performance, and Purpose You will create a digital storybook page in order to inform us about places in your neighborhood. You need to develop an exciting map and images using the pictures from your neighborhood. Standards and Criteria for Success Your performance needs to have detail about your neighborhood. Your work will be judged by your classmates and your teacher. Your product must meet the following standards:

3 Identifies places in your neighborhood. Identifies 5 places in the neighborhood

2 Identifies a 3 places in your neighborhood.

1 Identifies 2 or less places in your neighborhood.

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Creative Illustrations Tells about the places in your neighborhoods.

Uses many colors and design. Describes 5 places in the neighborhood

Uses few Colors. Describes 3 places in the neighborhood.

Uses one color. Describes 2 or less places in the neighborhood.

Grade level 3-5

Goal:

Your task is to use online resources to research a personal interest. The goal is to create a glog to present your research to your classmates. The problem or challenge is to navigate the internet safely. The obstacles to overcome are remembering the rules of online safety, while researching and reporting your personal interests. Role

You are an expert on a subject of your choosing. You have been asked to share what you know and have learned about a topic you care about. Your job is put together a glog highlighting important information about your topic. You are to share your expertise and connect with your audience. Audience Your clients are your classmates and family members. The target audience is the online community, including your classmates, family members and other glogster members. You need to convince the online community that you can express yourself in a concise, interesting way using online media. Situation The context you find yourself in is within an online community. The challenge involves dealing with online search engines, internet safety, and a new multimedia presentation tool. Product, Performance, and Purpose
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 You will create a glog in order to present information about your personal interests. You need to develop an interesting glog so that others will learn something about you that they did not know. Standards and Criteria for Success Your performance needs to demonstrate your research in an interesting and creative way. Your work will be judged by your classmates and your teacher. Your product must meet the following standards: 4 Research You have 5-6 facts about your topic. All of your facts are interesting and well stated. Way to go! Wow! Your glog is really cool! You have several creative parts.(6+) You worked hard to make it creative and fun to look at. You have NO mistakes in your writing! 3 You have 4-5 facts about your topic. Most of your facts are interesting and well stated. Good work! 2 You have 3-4 facts about your topic. Your facts are kind of interesting, but I want to read more! 1 You only have 1-3 facts about your topic. Your facts are not very interesting or well stated. I am a little bored. Your glog is not very creative. You only have a few thing that make it fun. (1-2)

Creativity

Your glog is neat! Your glog is fun to look There are many fun at, but I wish you had things to make your glog more creative parts to creative. (4-5) make it better! You have 3-4 creative parts in your glog. You have 1-2 mistakes in your writing. You have 3-4 mistakes in your writing.

Writing Conventions (capitals, punctuation, grammar)

You have several mistakes (more than 4) in your writing.

Grade level 3-5

Goal:

Your task is to create an advertising campaign about Internet Safety or Digital Citizenship

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The goal is to inform students how to use the Internet safely and how to be appropriate digital citizens, and why that is important. The problem or challenge is providing the information in a clear message that students will understand, in a way that will get and maintain the students attention and while still showing the importance of the message. The obstacles to overcome are keeping the information easy enough for the younger students to understand, while still informing the older students. Some of the younger students dont know what a digital citizen is and have very little experience using the Internet. Role You are designers in an advertising company. You have been asked to create a public service announcement advertising campaign. Your job is to create a public service announcement advertising campaign about Internet Safety or Digital Citizenship. Audience Your clients are the elementary principals and superintendent in our school district. The target audience is Kindergarten, first grade, and second grade students in our school district. You need to convince students about the importance of digital citizenship or Internet safety and why that is important to them personally. Situation The context you find yourself in is experts regarding Internet safety and digital citizenship that work in a graphic design company hired by a school district. The challenge involves working as a design team to create a clear message for your audience dealing with a variety of different products ranging from posters, flyers, radio commercials, and television commercials that are geared toward your audience that looks like they are all a part of the same advertising campaign. Product, Performance, and Purpose You will create a public service announcement ad campaign that will inform and convince students about the importance of digital citizenship and Internet safety in order to help students use the Internet safely and be an appropriate digital citizen. You need to develop an ad campaign that provides a clear message through a variety of products so that with the variety of products it will inform and convince all students in the school district.

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Standards and Criteria for Success Your performance needs to show your understanding of digital citizenship and Internet safety acquired through the learning activities during this unit and why it is important issue. Your work will be reviewed by your peers and teachers first to receive feedback, then judged by your clients, the elementary principals and the superintendent of the school district. Your product must meet the following standards provided on the provided rubric. Advertising Campaign Rubric
E Exceeds Target Applies these skills at a level higher than expected for this grade level: Information Main idea is very clear Supporting information backs up main idea and makes it easier to understand Message is easily understood by target audience No errors in message Design Three or more types of medium were used in the ad campaign Design, images, medium catches the target audiences attention and m makes the message very clear. Products look like they clearly belong to the same advertising campaign Sources All information and image sources are identified and cited with the appropriate MLA format. Meets target in all three categories: Information Main idea is clear Supporting information backs up main idea Message is geared toward intended audience No errors that detract from the message or its importance Design Two different types of medium were used in the ad campaign Design, images, medium adds to the understanding of the message and does not distract from the intended message Products look like they all belong to the same advertising campaign Sources All information and image sources are identified and cited with the name and location of resource Meets most parts of the targets, but not all of them.

Meets Target

Working Toward

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Target WS Working Toward Target with Support Even with Support, Not Working Toward Target

Meets the targets in some categories, but not always. With support, begins to meet some of the targets

NP

Even with support, is not showing progress toward the target.

PLAN LEARNING EXPERIENCES AND INSTRUCTION: UNIT TIMELINE:

Grade Level Bands: K= Red 1-2 = Green 3-5= Blue **Unit was created to use with K-5 grades students and are listed accordingly. The intention was to have similar lessons following the central themes of online safety and communities that could be used within a Technology Class or by teachers in their own K-5 classrooms. Day 1 Week 1 1. Hook students with a discussion about traveling. How do you Travel? 2. Start a KWL Chart--Our Neighborhood 3. Neighborhood Walk. (taking Day 2 Day 3 Day 4 11. Continue Digital Storytelling. 12. Add to KWL Chart. 13. Share Final Project of Digital Story. 12. Online safety is shared by the teacher Day 5 14. Discussion Can you travel on a computer? 15. KWL Chart- Our Online Neighborhood-Where can we travel online? 16.Visit website Notes

5. Continue to Fill out 9. Teacher will KWL chart. explain Digital storytelling and 6.Teacher will lead demonstrate. discussion about who Students will start to helps us in our create pages. with community and how adult assistance. we stay safe. 10. Journal Writing 7. Have community What I learned about helpers come in and digital storytelling.

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pictures)

9. Review the ideas from the day before. 4. Journal Writing 10. Students make a What our Venn Diagram or a T neighborhood looks 8. Journal Writing chart sharing how like. Who helps us stay online communities 1. Students share their safe in our are alike and neighborhood different. This prior knowledge 4. Review Big Ideas activity is a group about communities from Day One: activity. and why communities Communities and 11. Students write are important to our how they help us. their questions in lives. 5. Teacher shares their journals-Students also view with students online What would you need to know in order Community Helpers communities. The class visits first grade to become a part of Video and second grade an online 2. Students make a blog sites that are community. list of helpful ways teacher written. This Students share their that communities is done on a questions with peers. provide. Each idea is projector. 8. Students visit put on a helping 6. View Jeremiahs internet safety sites from Symbaloo site hand on a class tree. Online Neighborhood to investigate 3. Students write in 7. The teacher then personal safety. their journals ways shows students other that communities help blogs written by other 9. Students write a us grow. first and second grade blog post on the class 1. Students students. Students blog with advice for brainstorm ideas for read the blogs and staying safe online. comments. dangers in our 8. Students write 10. Students reply to community. ways that they think two posts about the 2. Students login to they could grow as advice for staying google accounts and learners using a blog. safe on the Internet access shared doc, 9. Students write an on the class blog.

talk to students. (Police, firemen, etc..)

and students visit sites to watch and interact to learn the safety rules for using the internet. 13. Students write an exit slip sharing what they know about online safety. 11. Students visit blogs provided by teachers to read posts and comments. 12. Students evaluate one post and one comment they read with provided rubric. 13. Students write one blog post or one comment on blogs provided by teacher. 14. Students evaluate and reflect on their posts and comments using the rubric.

through teacher computer and discuss What is a website? What is online? How do we stay safe? 17. Family Homework to visit the website online and fill out information sheet. 14. Students review the information they learned the previous day. 15. Students form groups and brainstorm the important ideas for staying safe online. 16. Students make safety rule posters for the computer lab and classroom. 15. Students decide on main topic, supporting ideas, and medium for advertising campaign. 16. Students begin creating posters, presentations, brochures, audio recordings, and video

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and add ideas about dangers. 3. Students watch and discuss video for lesson 1: sharing info online:
http://bit.ly/OBJmiY

exit slip sharing their impressions of the blogs. 5. Review Big Ideas from Day 1: Online dangers and how we can stay safe online 6. Students brainstorm rules for online safety and add their ideas to a collaborative glog. 7. Students login to glogster to view class glog about online safety.

recordings. 17. Students self assess using rubric and make any revisions needed.

4. Students compare/contrast dangers in our community with dangers online using a venn diagram.

Week 2

18.Students will watch the youtube video My Online Neighborhood.

21. Teacher will share 24. In pairs students the website will investigate a http://kids.sandiegozo website of interest. o.org or any other kids website. 25. Students will 19. Students and share how they teacher will create a 22. Teacher will visited the website venn diagram to show model how to safely compare real life go online and how to with their classmates. neighborhoods and use the website. online neighborhoods 26. Student will take and how to stay safe 23. Students will role information they have in each. play how to safely go learned home to teach online.

26. Teacher will assist students in creating an Audioboo to tell how to travel safely online and in real life. 27. As a group, students check the blogs in which they posted comments to the previous day. 28. Students log in to the teacher chosen

27. Students will complete Audioboo and share. 28. Classmates will fill our rubric to assess audioboo. 28. Students will do a final journal entry telling how to travel online and in real life. 30. Students revisit

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20. The students will journal about the Youtube video. 17. Students continue working on their safety posters for the computer lab. 18. Students provide feedback to others on their posters using the rubric. 19. Students post their posters around the computer lab and in other key places in the school. 18. Students continue working on ad campaign. 19. Students provide peer feedback using the rubric and feedback guide. 20. Students make final revisions. 21. Students self assess using rubric. 22. Students submit advertising campaign for distribution to the

23. Students will Journal about the website. 20. Students review with they have learned about safety. 21. Students take an online quiz about internet safety. 22. Teacher models how to use a safe search tool for finding information that interests her. 23. Students explore sites and find some facts about a topic they are interested. Students print their findings. ** Flex day depending on where our students are with their ad campaigns they will either finish up their ad campaigns or start the next segment.

their families how to travel safely online. (family will complete rubric) 24. Students take their research from the previous day and write a short paragraph about their topic and share with their classmates. 25. Teacher visits student written blog site with students, using projector. The students choose several students posts in which to post comments. 26. The class posts several comments to the other first, second grade blogsite. 23. Students watch and discuss video for creative commons and plagiarism: http://bit.ly/OBLneT

blogsite. Each student is given a screen name for safety. 29. Each student posts their paragraph on the class blogsite. 27. Students share research doc with classmates and teacher. 28. Students create individual glog representing personal interests.

their classroom blogsite and make comments on their peers posts. They then can answer those comments after they have been posted. 31. Classmates fill out a peer review rubric on their posts and comments. 29. Students share individual research with class. (presentation) 30. Classmates fill out peer review rubrics.

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district elementary schools and morning announcements.

24. Students discuss how stealing other peoples property is the same as plagiarism. 25. Students create individual research doc to copy/paste information and cite websites used. 26. Students visit kid safe research sites for personal interests.

K-1 Learning Goals

Learning Events

Lesson Outcomes

W h e n

Knowledge

Hook Students into thinking about traveling in real life and on a computer. a. KWL Chart - What do we know about our real life neighborhood? b. KWL Chart - What do we know about

Students will be activating prior knowledge about neighborhoods.

a . W e

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our online neighborhood? Discuss who helps us in our community and how we stay safe Teacher will lead discussion Can you travel on a computer? Students Watch video- My Online Neighborhood http://www.youtube.com/watch?v=3oOZ93 jfAhg Students will be engaged in know who helps us in our neighborhoods.

e k 1 , D a y 1 ( c o n t i n u e d t h r o u g h o

Students will be engaged and actively participating in discovering computer travel. Students will become aware of how an online neighborhood works and how to stay safe while traveling on a computer.

Teacher will model how to safely go online and how to use the website. Teacher will demonstrate the right and wrong ways to go online, while students will be able to become aware of safety rules.

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u t t h e u n i t ) b . W e e k 1 , D a y 5 ( c

29

o n t i n u e d t h r o u g h o u t t h e u n i t )

30

W e e k 1 , D a y 1

W e e k 1 , D a y

31

W e e k 2 , D a y 1

W e e k 2 ,

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D a y 2 Skills

Create Digital storybook page to walk through the neighborhood.

Visit website through teacher computer and discuss What is a website? What is online? How do we stay safe? Teacher will share the website http://kids.sandiegozoo.org or any other kids website and students will follow along on their computer.

Students will be able to demonstrate their knowledge of their real life neighborhood through pictures and voice in the digital storybook. Teacher will walk students through getting online and students will become more aware about online neighborhoods and safety. Students will use the knowledge they have gained from the teacher to practice going places online.

W e e k 1 , D a y 3 & 4

W e e

33

k 1 , D a y 5

W e e k 2 , D a y 2 Making Meaning Students take a Neighborhood Walk while on the walk they take turns being the photographer and document their Students will become more aware of their real life neighborhood. They will also be able to document their neighborhood using a digital camera.

W e

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neighborhood. Community helpers come in and talk to students. (Police, firemen, etc..) Journal Writing What our neighborhood looks like. Journal Writing Who helps us stay safe in our neighborhood Journal Writing What I learned about digital storytelling. Students will take home a Family project to visit the website online and fill out information sheet. Students and teacher will create a venn diagram to show compare real life neighborhoods and online neighborhoods and how to stay safe in each. The students will journal about the Youtube video. In pairs students will investigate a website of interest. Students will do a final journal entry telling how to travel online and in real life. Students will be sharing what they are learning about traveling online with their families. Students will practice using online safety rules. Students will become aware of how online and real life neighborhoods are the same and different. They will also see how safety is important in each. Students will share what they have learned about online neighborhoods and safety. Students will work collaboratively on the computer to explore and practice traveling on the computer. Students will share the knowledge they have gained throughout the unit. Students will become familiar with their neighborhood helpers and how they help.

e k 1 , D a y 1

Through Journal writing students will be able to make what they have learned more concrete by putting it on paper for later review. (Teacher can then check for understanding.)

W e e k 1 , D a y 2

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W e e k 1 , D a y 1

W e e k 1 , D a y 2

36

W e e k 1 , D a y 4

W e e k 2 , D a y 3

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W e e k 2 , D a y 1

W e e k 2 , D

38

a y 1

W e e k 2 , D a y 3

W e e k 2 ,

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D a y 5 Transferring Teacher will explain Digital storytelling and demonstrate. Students will start to create. pages, with adult assistance. Teacher will share how to use digital storybooking and give the students a template to use. Students can show what they have discovered about their neighborhoods and how to stay safe in their neighborhoods. By sharing students will be showing their understanding of their real life neighborhood. Students will demonstrate their learning by taking on different roles. Students are able to share with their classmates what website they visited and how they used safety to visit it. Students will be able to share what they have learned and know about safety and being online with their families. Students will be sharing the what they know about real life and online neighborhoods and how to stay safe in each. Students will be able to comment on their

W e e k 1 , D a y 3

Students will Share Final Project of Digital Story and discuss.

Students will role play how to safely go online. Students will share how they visited the website with their classmates. Student will take information they have learned home to teach their families how to travel safely online. (family will complete rubric) Teacher will assist students in creating an Audioboo to tell how to travel safely online

W e e k 1 ,

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and in real life.

classmates audioboo using what they have learned. Student will know where they can visit online, how to stay safe while traveling, and what a website is.

Classmates will fill our rubric to assess audioboo. Students will complete the traveling safely worksheet.

D a y 3 & 4

W e e k 1 , D a y 4 & 5

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W e e k 2 , D a y 2

W e e k 2 , D a y 3

42

W e e k 2 , D a y 3

W e e k 2 , D

43

a y 4 & 5

W e e k 2 , D a y 5

W e e

44

k 2 , D a y 5

1-2 Learning Goals Knowledge

2-3 Learning Events 1. Activate prior knowledge about communities. Sample Lesson 2. Class Discussion about community helpers and how we stay safe in our communities. 3. Watch Video on community helpers and how they keep us safe. http://goo.gl/3Y4tq 4. Explore what an online neighborhood ism by watching Jeremiahs Online Neighborhood. http://goo.gl/pkuLk

2-3 Lesson Outcomes

1. Students will be engaged and have activated their prior knowledge about communities and why communities are important to us.

2. Students are aware of safety tips and have been given different resources, conveying the same messages about safety online.

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5. View and interact with online safety programs, outlining safety rules. Prezi Presentation Prezi Presentation 2 Netzsmartz Hectors World Internet Safety Game Skills
1. Student visit other 2-3 grade classroom blogs. 2. Students brainstorm ideas ways to stay safe online. 3. Students search on safe site on chosen topic. 4. Students can print out information they find on the internet. 5.Students able to log in to classroom blog site, using username and password.

1. Students can navigate other elementary blogs and read posts. 2. Students can navigate a simple search on a kid friendly search engine. 3. Students can create a blog/comments on a safe classroom blogsite

Meaning

1. Explore online sample communities

and then make a visual representation of the similarities and differences between a face- to -face community and online community. An example would

1. Students are able to compare and contrast online communities and real life communities. This will further their understanding of the need that online communities fill.

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be a Venn Diagram, a drawing, a Tchart. Mrs. Ts First Grade, Ems Canvas, Mrs. Bakers Second, Mrs. Powers, Class Blogmeister Venn Diagram Maker T- Chart Creator
2. Students make comments, as a class

group, on another schools blog. Also, students sign in to school approved blog site. Mrs. Ts First Grade, Ems Canvas, Mrs. Bakers Second, Mrs. Powers, Class Blogmeister 3. Explore safe research sites provided by the instructor. They pick their preferred site and search for information and print/save their search. Search Sites: Quintura for Kids, KidRex, KidsClick, Sweet Search

2. Teacher guides student in post comments on other first and second grade blog sites. Students know how to post comments and how to follow the steps of posting.

3. Students are able to evaluate information on something that interests them. They are able to choose additional facts about their topic.

4. Students understand sharing with peers about information. This established a need to share with others.

4. Students share search findings with teacher and other students in class.

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5. Students are able to restate in their own 5. Students create a list of ideas for internet safety ideas for the posters that they will share with others. Transferring
1. Create posters on computer safety rules. words what they have learned about internet safety.

1. Students are to put their learning into their own words and create visuals that represent those concepts.

2. Write a paragraph on paper about a topic of their choosing.

2. Students have independently shown that they can communicate with others about a topic of interest.

3. Log in to classroom safe blogsite and use their screen name and post their written paragraph.

3. Students are able to share their thinking using an online community format.

4. Students share their blog post with others 4. Students make connections between in the classroom. sharing online and sharing in the

classroom.

5. Students will comment and evaluate two other students blog post.

5. Students are able to share their thoughts with others and also become the audience for other classmates. This is done in a safe manner.

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6. Students will fill out safety poster rubric.

6. Students will be able to assess their work.

3-5 Learning Goals Knowledge

3-5 Learning Events 1. Students watch and discuss video for lesson 1: sharing info online:
http://bit.ly/OBJmiY

3-5 Lesson Outcomes Students recognize dangers of sharing info online and identify ways to stay safe when collaborating with others. Students recognizes the importance of citing other peoples research and information online. Students navigate cites effectively.

When
(see timeline above)

Week 1, Day 1

2. Students watch and discuss video for lesson 2: for creative commons and plagiarism: http://bit.ly/OBLneT 3. Students visit kid safe research sites from Symbaloo for personal interests. 4. Students visit internet safety sites from Symbaloo site to investigate personal safety and record their findings. CFU 5. Students visit blogs to read posts and comments. 6. Students identify the main idea for their

Week 2, Day 3

Week 2, Day 3

Students identify and record ways to protect their personal safety online. Week 1, Day 3

Week 1, Day 4

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public service announcement advertising campaign. Skills 1. Students login to google accounts and access shared doc. Students can access google account on own and participate in collaboration on the doc. Students provide examples of dangers in our community.

Week 1, Day 5

Week 1, Day 1 Week 1, Day 1

2. Students brainstorm ideas for dangers in our community. *check for understanding as students add to shared Students can create, name and share doc a google doc for research. 3. Students create individual research doc on google account. 4. Students effectively copy/paste information to research doc. 5. Students copy/paste website urls with research data. 6. Students log in to class blog and create a Students create a blog post with new post and/or comment. CFU advice about online safety. 7. Students identify supporting details for the main idea of their advertising campaign. CFU 8. Students create posters, presentations, brochures, audio recordings, video recordings.

Week 2, Day 3

Week 2, Day 3

Week 2, Day 3

Week 1, Day 3

Week 1, Day 3 Week 1, Day 5

Students identify ways to protect their personal safety online. Week 1, Day 5 & Week 2, Day 1 Students create documents, presentations, audio or video recordings.

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Making Meaning

1. Students write a blog post on the class blog with advice for staying safe online. CFU 2. Students reply to two posts about the advice for staying safe on the Internet on the class blog. CFU 3. Students evaluate one blog post and one blog comment using the provided online communication rubric. CFU 4. Students compare/contrast dangers in our community with dangers online. 5. Students compare/contrast stealing someones property to plagiarism online. * check for understanding as students add to venn diagram 6. Students share research doc with teacher and other students in class. 7. Students choose supporting details that help explain the main idea of their advertising campaign.

Students write a blog post and comments explaining personal safety online based on the information found on the Internet Safety sites and posts from their peers.

Week 1, Day 3

Week 1, Day 3

Students recognize and understand how to participate in online communities safely.

Week 1, Day 4

Students understand that there are dangers in the online community and there are rules for staying safe when working online. Students make the connection between stealing property and plagiarism.

Week 1, Day 1

Week 2, Day 3

Week 2, Day 4

Students plan and create content for their advertising campaign.

Week 1, Day 5 Week 1, Day 1

Transferring

1. Students brainstorm rules for online safety and add their ideas to a collaborative glog. *check for understanding as each student gives

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ideas for glog Week 1, Day 4 2. Students write a blog post or a comment Students participate safely in an outside of school online on an outside blog provided by the community. teacher. Week 1, Day 4 3. Students evaluate and reflect on their posts and comments. CFU 4. Students create individual glog representing their personal research topic. *check for understanding using rubric for glog 5. Students share glog with teacher and classmates. 6. Students create an advertising campaign about Internet Safety. 7. Students provide feedback to peers on their advertising campaign. CFU 8. Students self assess their advertising campaign. CFU 9. Students share their ad campaign with their school and other elementary schools in the district. Students create documents, presentations, audio or video recordings explaining personal safety online. Week 2, Day 5 Students use information they accessed online to create a glog.

Week 2, Day 5

Week 1, Day 5 & Week 2, Day 1 Week 2, Day 1 Week 2, Day 1 Week 2, Day 1

Check for Understanding - CFU

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Lesson Big Idea

What the teacher uses

What the student needs to do

Facets of understanding

Dangers of online communities

Direct instruction, facilitative, guided inquiry

Listen, watch, compare, explain, assimilate

Sees in Perspective Students understand dangers exist when working online, and that there are rules when researching and collaborating online. Explain, Interpret, Apply, Perspective, Self Knowledge

Online Communication and Relationships with Others

Modeling, guided practice, guided inquiry, feedback, and coaching Modeling, cooperative learning, graphic representation, feedback, and coaching Direct instruction, constructivist

Observe, research, compare, explain, and evaluate Observe, discuss, compare, explain, collaborate, visualize, evaluate, and revise Listen, watch, compare, practice, research

Personal Safety Online & Online Relationships

Explain, Interpret, Perspective, Empathy, Self Knowledge

Online Research/Plagiarism

Can Interpret Students understand the concept of plagiarism and how it affects their learning as well as the rules of online research.

Rubric for Stage 3: Planning Learning Events

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Learning events and goal matching

There are a variety of learning events that address all types of goal (K, S, M & T). More events address the goals of M & T. Engages in purposeful thinking about how and when to teach that can promote the transferring of learning, which is essential for 21st century learning.

There are a variety of learning events that equally addressed the types of goals (K, S, M, and T).

There are limited events that address the goals of M and T.

Pedagogical Choices

Engages in purposeful thinking about how and when to teach that can promote making meaning.

Engages in thinking about how and when to teach that can promote knowledge and skills acquisition.

Technology Integration

Technology tools are specifically identified in the learning events and outcomes and the use explained and expanded in the implemented unit. Integration is explicitly stated and will be utilized in order to increase student engagement, insight, and understanding.

Technology tool(s) are linked to the learning events and outcomes. Effort has been made for the unit design that guides the choice of the tools. The tools are used in a way that aims to increase student engagement, insight, and understanding.

Add-on, little connection to learning events and outcomes.

Techniques for checking for understanding

Engages in purposeful thinking about the techniques of checking for understanding.

Engages in some sorts of thinking about the techniques of checking for understanding.

Engages in no purposeful thinking about the techniques of checking for understanding.

FORMATIVE EVALUATION:
Established goals and content standard K-2 Essential Concept and/or Skill: Understand and practice appropriate and safe uses of technology. 3-5 Essential Concept and/or Skill: Understand and practice appropriate, legal, and safe uses of technology for lifelong learning. What Big Ideas are embedded in this goal: online safety, lifelong learning, appropriate use Dangers of online communities Online Communication and Relationships with Others
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 Personal Safety Online & Online Relationships Online Research/Plagiarism What will students need to understand to really learn this? Understand and practice appropriate, legal, and safe uses on technology for lifelong learning. Understand the relationship of the individual to the components of society and culture. Understand how to use production and distribution of writing. An important topic or content: online safety What Big Ideas either underlie this topic or emerge from studying it? plagiarism and how to avoid stealing other peoples idea when researching online how to avoid the dangers of sharing information when collaborating online Why is it so important? Students that are active in the 21st century learning environment must know rules and dangers that exist when going online. An important skill or process: online research What will this skill enable students to do? Find information online Connect with others within online communities Share knowledge What will students need to understand to effectively apply this skill? online safety rules A favorite activity of familiar unit: digital citizenship What Big Ideas will student come to understand as a result of this activity or unit? how to travel online safely rules and responsibilities when working online What evidence of understanding is needed? able to write a blog and share with others in a safe manner able to share safety guidelines with others A key text or resources: symbaloo site Exactly why are we having students read this text or use this resource?

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 All resources are in one place---teacher and student. This allows easy access to what students need and lets teacher spend time facilitating with activities instead of finding the resources. What Big Ideas do we want students to understand as a result? There are safe places to visit online, and when working online, there are rules to follow, including using sites provided by the instructor. A significant test: K-2 Students will create an audioboo telling about how to travel safely online /3-5 Students create an advertising campaign and Glogster about Internet Safety What will students need to understand to perform well on this test? They will need to know how to travel safely online. They will need to understand rules and practices of online safety. What other evidence of learning is needed? Complete Traveling online worksheet Journal writing daily on topic showing their knowledge Sharing with family about traveling safely online. Online Safety Quiz b) Revise existing designs Additional Performance Tasks added Refined Understandings and Essential Questions (Individual rewrites) Additional sites added to symbaloo site Scope and Sequence/timeline revised c) Specify the techniques to get feedback Peers in Cohort: Peer review with rubric Colleagues: Use and sharing of unit (informal review), lesson tuning Administrators: At the time of use, administrators can give feedback on effectiveness/relevance Curriculum Advisors: Informal Feedback Professors: Feedback during creation/after unit is complete Students: Informal feedback Self: Self reflection at end or during unit d) Check the alignment

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Understand and practice appropriate and safe uses of technology. Uses kid safe websites to research topics Watches videos relating to internet safety Reads blogs posts Writes blog posts for class blog and comments on peer posts Determines internet safety ad campaign topic and supporting ideas Watch youtube videos on online safety. Use kid safe websites to travel on the internet. Understand the relationship of the individual to the components of society and culture. Watches videos relating to plagiarism Evaluate post or comment on an outside blog Evaluate their post or comment Production and Distribution of Writing Creates glog to represent personal interests Creates google doc for research purposes Creates blog posts and comments on other posts Creates an ad campaign about internet safety Creates an audioboo about internet safety Create journal writing about internets safety and vocabulary

SUMMATIVE EVALUATION:
The goal of the unit is that 1. Students will participate in online communities as a responsible digital citizen and represent themselves and interact with others in a safe and appropriate manner. 2. Students will use writing to explore and express the similarities and differences of typical communities and digital communities.

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3. Students will become active members of a digital community, using online etiquette to explore interests, create projects and communicate with one another. Congruence: In order to evaluate this, the needs and goals of the class need to be checked to make sure they are congruent with the instruction? Content: Does the content of the course support the learning, is it complete and current? Design: Does the instruction align with principles of learning and does it motivate the learners? Feasibility: Are the materials durable and cost effective? Outcomes: How has the instruction impacted the learners, have they achieved the goal of the unit? Management or Organization: Will this instruction meet the needs of the management or organizations? Collecting Data Congruence Pre-test students knowledge and prior knowledge. Compare and contrast knowledge with learning goals and outcomes. Students Formative and Summative assessments. Identify students skills to drive instruction during the unit and effectiveness at the conclusion of learning. Provides student centered learning experiences that allows them to make choices based on personal interest and demonstrate their learning in Analyzing Data Determine students ability ranges and needs. Results To Be Determined at time of implementation.

Content

Determine the students need for intervention or reteaching of content. Are other resources needed to be pulled in and utilized? Determine students understanding based on formative assessments to identify need for revision or reteaching.

To Be Determined at time of implementation.

Design

To Be Determined at time of implementation.

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multiple formats: verbally, written, and visually Feasibility Free online resources on the symbaloo site Classrooms are equipped with computer for student use. Outcomes Final projects-glog, posters, advertising campaign, audioboo--should reflect the standards (see above) Determine if additional To Be Determined at time of resources are needed. Remove implementation. materials that are not utilized or not current.

Rubrics provided (see above) Use of rubrics determines the success of units essential outcomes Determine if all benchmarks within standard are being met with the use of Iowa Core Assessment.

TBD

Management or Organization Aligns to Iowa Core standards for Technology, Production and Distribution of Writing and Society and Culture

TBD

Identification of Intended Recipient The primary intended recipient of this summative report is the Curriculum Director. The secondary intended recipients of this summative report are the Administrators. This summative report is also intended for other Teachers or Institutions interested in aligning their curriculum with the 21st Century Skills and Core Curriculum.
---------------------------------------------------------------------------------------------------------------Rubric for Self-assessment

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Formative evaluation strategies and techniques for assessing effectiveness of instruction are appropriate.

Formative evaluation strategies and techniques for assessing effectiveness of instruction are appropriate in the majority of instances.

Formative evaluation strategies and techniques for assessing effectiveness of instruction are not appropriate in the majority of instances. The majority of the results of evaluation methods and techniques are not documented on how to revise and update instruction. Used only 1 assessment measure to determine the adequacy of learning and instruction.

Results of evaluation methods and The majority of the results of techniques are documented on how evaluation methods and techniques to revise and update instruction. are documented on how to revise and update instruction. Used a variety of assessment measures to determine the adequacy of learning and instruction. Used a less than 3 assessment measures to determine the adequacy of learning and instruction.

Designed formative and summative Designed formative and summative Designed formative and summative evaluations within practice and evaluations within context of evaluations without regard to contextualized field experiences. classroom but not performance. context of classroom or performance setting.

INDIVIDUAL COMPONENTS:

Mindy Foelske INSTTECH 6240 Instructional Design

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DIgital Citizenship / Social Studies Kindergarten Content Analysis

Stage 1 - Desired Outcome

Established Goals: * Technology:

Be aware of why it is unsafe for students to provide others with information about themselves. Demonstrate awareness of the importance of communicating with adults about things that might concern them. Understand why technology is useful in helping them complete a task. Use technology to explore personal interests.

*Social Studies: Understand that groups influence ones thoughts and actions. Understand that a community is a group to which a person may belong.

Understanding: Big Ideas: Citizenship Communication Online Safety Neighborhoods(Communities) Students will understand that *there are exciting places to visit online. *there are rules that must be followed to stay safe online and in real life. *online neighborhoods have similarities and differences to real

Essential Questions: *How do we fit into our neighborhoods? * How can I go places safely on the Internet? *How can I go places safely in the real world? *How are online neighborhoods like our real life neighborhoods?

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life communities. Big ideas:

It is important for students to know how to communicate with people in an online community in a safe manner. It is important for students to know you can visit many places online It is important for students to know how to visit a website.

Core Tasks

Identify a safe place to visit online. Explore how to safely explore online. Identify how online neighborhoods and real life neighborhoods compare. Students will be able to... * discover that they can use the Internet to visit places far away and learn things. *compare online safety with real world safety. *explain rules for Internet safety. *create a real life neighborhood display and an online neighborhood display.

Students will know . . . Key Terms: neighborhood, online, website, safety, internet * How to use the Internet to discover new places in a safe way. *How an online neighborhood is like a real life neighborhood.

Stage 2 - Assessment Evidence

Performance Tasks:

The students will role play how to ask an adult for help in

Other Evidence: Journal writing: Draw a picture of where they like to visit in their

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visiting a webstie online.

neighborhood and where they like to visit online. Write or dictate. The student can get to a website safely by apply the three rules they have been talked. KWL Chart about what they know about their real life neighborhood. KWL chart about what they know about an online neighborhood. Vena Diagram to compare the KWL charts. Worksheet to show their knowledge of staying safe online.

The students will teach their parents the rules for staying safe online. (Parent rubric may look like the one below labeled A) As a class we will create an Audioboo to show how be be safe while visiting places online and in real life. The class will create an digital story to tell how online neighborhoods are like our real life neighborhoods. The students will create a poster to tell about their website they visited online. It will include a drawing of the website and what they learned by going to it.

Facet 1: The students can explain the difference between online neighborhoods and real life neighborhoods Facet 3: The students can apply their knowledge about how to stay safe online as they explore their online neighborhood. Facet 6: The student reflects on staying safe in their journal entry.

Specify learners performance tasks by using GRASPS (Figure.7.7, p. 159)

GRASPS TASK DESIGN PROMPTS: Grade level K-2

Goal:

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Role

Your task is to create an audioboo. The goal is to teach others how to stay safe in our neighborhood and our online neighborhood. The problem or challenge is navigating the software for the project. The obstacles to overcome are to remember how to use Audioboo effectlily

You are an expert on your staying safe in real life and online. You have been asked to describe your real life neighborhood and your online neighborhood. Your job is explain how you stay safe in your neighborhoods.
Audience Your clients are your teacher and family. The target audience is your peers. You need to convince your audience that you know your family and how they work. together. Situation The challenge involves creating an Audioboo that will tell how to stay safe when traveling online and in real life Product, Performance, and Purpose You will create an Audioboo to help others understand the rule of how to stay safe in real life and online. You need to develop an exciting way to share your rules. Standards and Criteria for Success Your performance needs to have rules we have learned in class about traveling safely. Your work will be judged by your classmates and your teacher. Your product must meet the following standards: 3 2 1

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Identifies rules for staying safe online. Creative Illustrations Identifies rules for staying safe in real life.

Identifies all 3 rules giving good examples. Uses many colors and design. Identifies all 3 rules giving good examples.

Identifies most rules giving some examples. Uses few Colors. Identifies most rules giving some examples.

Identifies rules but cant use them in context. Uses one color. Identifies rules but cant use them in context.

Rubric A.) Family will be provided guide of what has been taught. (the 3 rules for each) Student will try to explain how they visited a website safely. 3 What do you need to do to stay safe when visiting new places? What should you do to stay safe online? What can the Internet be used for? Includes all 3 safety rules 2 Includes 2 safety rules 1 Includes 1 safety rule 0 Does not includes any safety rules.

Includes all 3 safety rules Includes all 3 safety rules

Includes 2 safety rules

Includes 1 safety rule

Does not includes any safety rules. Does not includes any safety rules.

Includes 2 safety rules

Includes 1 safety rule

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Assessment Worksheet- Stay Safe While Visiting

Staying Safe
1) Which is a place you would like to visit online?

* The Farm

* The Ocean

* The Zoo

2) How can you stay safe online and in real world?

* * Ask an adult to help you visit * Ask an Adult to take you places Both

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online places.

in your neighborhood.

3) A website is...

* A place to keep your computer.

* A place to visit on a computer.

* A place for a spider to live.

Stage 3 - Learning Plan Learning Activities: What sequence of teaching and learning experiences will engage students with, develop, and demonstrate the desired understanding? WHERETO 1. Entry Question: Can we travel on a computer? (H) 2. First we will look at how we travel in our real life neighborhood. Create a KWL chart to activate prior knowledge. Traveling in our Neighborhood. Fill out throughout unit. (W) 3. Neighborhood walk. Take pictures of important parts of the neighborhood. Walk through town looking at signs that keep us safe. They should also identify other parts or the neighborhood. For example: Houses, churches, school, police station, grass, park, ect. (E) 4. Who helps us in our community? Talking about community helpers that keep us safe.(W) 5. Create a digital story book using the pictures from our Neighborhood walk to show how to travel in our real life neighborhoods safely. (E-2) 6. As a reflection and evaluation tool the students will keep a journal of their learning with

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assistance in writing. (ongoing) (E, T) 7. Create a KWL Chart to activate prior knowledge. Traveling in our online Neighborhood. (W) 8. Role play what to do to go online. (E) 9. You Tube Video- My Online Neighborhood. http://www.youtube.com/watch?v=3oOZ93jfAhg and Discuss what he liked about the internet and the rules he follows to go on the internet. (E) 10. Continue to add to KWL chart throughout unit. (R) 11. Using my computer share the screen on projector and talk about how to use the internet safely and how to navigate websites. (E) Possible websites www.moma.org/interactives/destination or http://kids.sandiegozoo.org or any other kid friendly website. 12. Have students role play how to ask to visit a website. ((R) 13. Pair students up and give them each pair a site to go to. Have them explore the site. Project the screen and have each pair tell about their site. (E, E-2) If students have a particular interest in something your may help them find a website of their interest. (T) 14. Have the students take home a copy of the website they have explored and show their parents what they have learned. 15. Create a Audioboo about how to stay safe online and in real life. (R) ***Introduce key terms throughout unit- neighborhood, community, online, internet, website, safely, adult

W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? H = Hook all students, and Hold their interest? E = Equip students, help them Experience the key ideas and Explore the issue? R = Provide opportunities to Rethink and Revise their understandings and work? E = Allow students to Evaluate their work and its implications? T = be Tailored (personalized) to the different needs, interests, and abilities of learners? O = Be Organized to maximize initial and sustained engagement as well as effective learning?

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3-5 Individual Components

Mel Carnahan

Stage 1- Desired Results

Established Goals: Essential Questions: Standard 1: With guidance and support from adults, use What are some safe resources that you can access technology to produce and publish writing (using online to pursue your personal interests? keyboarding skills) as well as to interact and collaborate with How can you collaborate with your classmates online? others. How can you share projects with your online Standard 2: Use technology to explore and pursue personal community? interests. What are some dangers when sharing information Standard 3: Demonstrate awareness of the dangers of online? sharing personal information with others. What must every digital citizen do when researching Standard 4: Demonstrate an understanding of what online to follow rules about plagiarism? electronic theft and plagiarism are and why they are harmful. Overarching Understandings: Students will understand that the internet has an unlimited amount of data for researching academic and personal information the internet is a community where we can collaborate and communicate our ideas Topical Understandings: Students will understand that... there are many resources on the internet that they can access to pursue personal interests they can collaborate and share their writing projects online with members of their classroom community, as well as the global community. there are rules about sharing information online

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 the internet has dangers similar and different to the outside world there are rules to using data found on the internet similar to the rules in the outside world

that will keep them safe. there are rules to using information they find online

GRASP
Goal: Your task is to use online resources to research a personal interest. The goal is to create a glog to present your research to your classmates. The problem or challenge is to navigate the internet safely, as well as give credit to research sites that you take information from. The obstacles to overcome are remembering the rules of online safety, as well as rules of citing your sources while researching and reporting your personal interests. Role You are an expert on a subject of your choosing. You have been asked to share what you know and have learned about a topic you care about. Your job is put together a glog highlighting important information about your topic. You are to share your expertise and connect with your audience. Audience Your clients are your classmates and family members. The target audience is the online community, including your classmates, family members and other glogster members. You need to convince the online community that you can express yourself in a concise, interesting way using online media. Situation The context you find yourself in is within an online community. The challenge involves dealing with online search engines, internet safety, and a new multimedia presentation tool.
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Product, Performance, and Purpose You will sign in and create a google doc to plan your project. You will share the doc with your instructor. You will research a topic of your choice and copy/paste info from your research to your planning doc. You will cite your sources on your doc. You will create a glog in order to present information about your personal interests. You will answer questions about online safety and plagiarism. Standards and Criteria for Success Your performance needs to demonstrate your research in an interesting and creative way. Your work will be judged by your classmates and your teacher. Your product must meet the following standards:

Rubric for Digital Citizenship: Personal Glog Project

4 Research You have 5-6 facts about your topic. All of your facts are interesting and well stated. Way to go! 3 2 1

You have 4-5 facts You have 3-4 facts You only have 1-3 facts about your topic. Most about your topic. Your about your topic. Your of your facts are facts are kind of facts are not very interesting and well interesting, but I want interesting or well stated. Good work! to read more! stated. I am a little bored. Your glog is neat! There are many fun things to make your glog creative. (4-5) Your glog is fun to look at, but I wish you had more creative parts to make it better! You Your glog is not very creative. You only have a few thing that make it fun. (1-2)

Creativity

Wow! Your glog is really cool! You have several creative parts.(6+) You worked

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hard to make it creative and fun to look at. Writing Conventions (capitals, punctuation, grammar) Finding Information You have NO mistakes in your writing! You have 1-2 mistakes in your writing.

have 3-4 creative parts in your glog.

You have 3-4 mistakes in your writing.

You have several mistakes (more than 4) in your writing. You only used 1 website to find your information.

You used 5-6 different kid friendly websites to find information.

You used 3-4 different websites to find information.

You used 2 websites to find information.

Rules of citation

You created links to all You have a few links to You have 1 link to your You have no links to of the sources used in your sources. sources. Did you only your sources! Oh no-your research. go on 1 website? you have broken online rules!

Stage 2- Assessment Evidence

Performance Tasks: sign in to glogster sign into google accounts create a google doc, and share it with teacher research online, copy paste info into doc annotate research by adding link to doc from site create a glog using info found online Other Evidence: collaborative glog about online safety finished personal interest glog Rubric (see below) to be completed by instructor, student and peers google planning doc with citations

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Self-Assessments rubric (see above)

Academic prompts: What do we mean when we tell you to be safe when going online? What is digital citizenship? What does that mean? Why do we need to annotate or give credit to the site that we find our research info? How can you share information with your peers online?

6 Facets to Build Assessments for Understanding:

A student who really understands...

Facet 1: Can explain

To what is this connected? Why is that so? Information online is like information in a book. We cannot steal this information, or it is called plagiarism. We need to be safe when sharing information with others online.

Facet 2: Can interpret

How does it relate to me? Why does it matter? When we steal information online it is like stealing peoples ideas and thoughts. When we share information with people online, we must follow rules to be safe.

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Facet 3: Can apply

How and where can I use this knowledge, skill, process? When researching the topics for our glogs, we will visit many kid friendly websites and copy/paste information into our google planning docs. We must follow rules about citing where we get this info, so we dont steal others ideas. We will share our glogs and planning docs with only friends, family and teachers to be safe with our personal information.

Facet 4: Sees in perspective

Is it reasonable? There are dangers online, as in the world. When online, we never share information with people we dont know, unless a grown up is helping you. It is not ok to use other peoples words without giving them credit. We need to show where we find information EVERY TIME.

Facet 5: Empathy
How does it seem to you? What do you need to experience if you are to understand? When we do research online, it is like reading a book. When we dont give people credit for information they wrote, it affects everyone--especially the person who wrote it. It is like stealing their ideas. You will watch several videos showing what could happen if we are not using safe online rules when sharing our information. When we follow the rules, we will not have to worry about many dangers that we can encounter online.

Facet 6: Self-Knowledge
What are the limits of your understanding? What have you learned? You will use only the kid friendly websites provided in the Symbaloo, or given to you by your teacher. Other grown-up websites may have information, like books, that is not appropriate for kids.

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 You will create a glog that has information gathered from the kid safe sites, and you will document your sources on your planning page. Your glog will be your finished product, but your planning document will show your knowledge of citing your sources.

Essential questions and related assessments

What are some safe resources that you can access online to pursue your personal interests? How can you collaborate with your classmates online? How can you share projects with your online community? What are some dangers when sharing information online? What must every digital citizen do when researching online to follow rules about plagiarism? Students will research a topic of their choice and add websites/links to their google doc. (apply, interpret) Students will share their glog with students and instructor online. (apply) Students will complete a glog demonstrating their topic of choice, and effectively share it with their classmates, their instructor, and their family. (apply, interpret) Students work collaboratively (whole group) to make a glog about sharing information online. (interpret, empathize, self-knowledge) Students will complete a shared google document with their research data on personal topics, that includes links to websites used in research. (apply)

Self-test of assessment ideas

How likely is it that a student Very Likely Somewhat Likely Very Unlikely

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could do well on the assessment by: 1. Making clever guesses based on limited understanding? 2. Parroting back or plugging in what was learned, with accurate recall but limited or no understanding? 3. Making a good-faith effort, with lots of hard work and enthusiasm, but with limited understanding? 4. Producing lovely products and performances, but with limited understanding? 5. Applying natural ability to be articulate and intelligent, with limited understanding of the content in question? How likely is it that a student could do poorly on the assessment by: 6. Failing to meet the performance goals despite having a deep understanding

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of the big ideas? (For example, the task is not relevant to the goals.) 7. Failing to meet the scoring and grading criteria used, despite having a deep understanding of the Big Ideas? (For example, some of the criteria are arbitrary, placing undue or inappropriate emphasis on things that have little to do with the desired results or true excellence at such a task.)

Stage 3: Learning Plan

Week 1: Days 1-2 Lesson Big Idea: What are some dangers of working and collaborating online? Teaching method: Direct Instruction, facilitative--As this is the 1st lesson, it is important that the students begin with direct instruction so that they can move to independent work for the following lessons. Students will be communicating, collaborating, using their creativity, as well as demonstrating social responsibility and problem solving--all components of 21st century skills.
Big Idea
Dangers of online communities

What does the teacher do?

Direct instruction, facilitative,

What does the student do?

Listen, watch, compare,

Facets of learning
Sees in Perspective Students

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guided inquiry

explain, assimilate

understand dangers exist when working online, and that there are rules when researching and collaborating online.

Materials Needed: laptops/desktops (1 per student if possible), projector, google accounts for each student, google doc created and shared to each student, glogster account for teacher Technology used: internet, google apps, specified websites (glogster, symbaloo), projector (teacher)
Learning Goals Knowledge Learning Events Students brainstorm thoughts/ideas about dangers in our community. Lesson Outcomes Students recognize dangers of sharing info online and identify ways to stay safe when collaborating with others. When Week 1, Day 1-2 Time needed: 40-45 minutes per day

Skills

Students login to their google accounts and open teacher made shared doc. Students record their thoughts about dangers in the community (online and around them) on the shared doc.

Students learn how to work collaboratively in a google doc.

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Making Meaning

Students watch and discuss video for lesson 1: sharing info online:
http://bit.ly/OBJmiY

Students learn real life examples of online dangers.

Students share what they wrote on the doc aloud and discuss how the dangers online (from the video) compare to their list. Students give details to add to collaborative venn diagram comparing online dangers to community dangers. Transferring Students create a collaborative glog about how we can stay safe when researching and collaborating online. Students process dangers online and create a collaborative list of rules to stay safe online.

WHERE TO
W - Ensure that students understand WHERE the unit is headed and WHY. Opening question: What are some dangers in our world/community? H - HOOK students in the beginning and HOLD their attention throughout. Today we will begin collaborating and sharing ideas with our friends online, but first we need to discuss the rules for staying safe, and talk about how they compare to the dangers we already know about in our world. E - EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals.

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We have many ideas about dangers in our communities. Now lets watch a video about staying safe online. Look for ways that are the same as and different than our list of dangers in our community. We will talk about them when the video is over. R - Provide student with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. Who can give me some examples of dangers that you learned about from the video? Now that we know the dangers that might pop up when we collaborate online, lets create a glog to show what we need to do to stay safe. E - Build in opportunities for students to EVALUATE progress and self-asses. I want everyone to give one example of what we WANT to do when collaborating with our friends online. So lets turn the video around to make it what we will want to try our best to do when we are working online. T - Be TAILORED to reflect individual talents, interests, styles, and needs. What would be a good way to show these ideas? (Students can give their own ideas for images, texts, etc. on glog) O - Be ORGANIZED to optimize deep understanding as opposed to superficial coverage. Our google doc is a shared doc that you all can see. Lets add our ideas together. You can chat with your friends as you work, and give each other compliments on their ideas! Checks for understanding: 1. 1st collaborative glog example ideas from each student should show that they processed the dangers online and transferred them to rules of online safety or what to do to be safe.

Week 2: Days 8-10 How can we do research online and follow rules about plagiarism? Teaching method: Direct Instruction, constructivist; This lesson begins with direct instruction, and then the students will be working on their own and with their peers to create their own glog. Students will be communicating, collaborating, using their creativity, as well as demonstrating social responsibility and problem solving--all components of 21st century skills.
Big Idea
Online Research/Plagiarism

What the teacher does

Direct instruction, constructivist

What the student does

Listen, watch, compare, practice, research

Facets of understanding
Can Interpret Students understand the

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concept of plagiarism and how it affects their learning as well as the rules of online research.

Materials Needed: laptops/desktops (1 per student if possible), projector, google accounts for each student, google doc created and shared to each student, glogster account for students with login info, access to Symbaloo and internet Technology Used: google apps, internet, specified websites (symbaloo, glogster), projector (teacher and student)
Learning Goals Knowledge Learning Events Students watch and discuss video for creative commons and plagiarism: http://bit.ly/OBLneT Lesson Outcomes Students recognize that when doing research online, there are rules about using other peoples information. When Week 2, Days 8-10 Time needed: 40-45 minutes per day

Skills

Students create individual research doc to copy/paste information and cite websites used.

Students learn how to create and share their own google doc.

Students learn how to Students share research doc copy/paste information on with classmates and teacher. to a doc.

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Making Meaning

Students visit kid safe research sites for personal interests. Students use their research doc to cite websites they use in their research.

Students learn to use kid safe research sites. Students learn to copy website urls into a doc.

Transferring

Students share individual research with class. (presentation) Classmates fill out peer review rubrics.

Students learn to present information to their classmates.

WHERE TO
W - Ensure that students understand WHERE the unit is headed and WHY. Opening question: What is stealing? Can you steal other peoples ideas when working online? H - HOOK students in the beginning and HOLD their attention throughout. Today we will find out what the word plagiarism means, and what it means for our class when working online for our glog projects. E - EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. Lets watch a video to first see what the word plagiarism means. Think about what you know about stealing, and how it makes you feel when someone takes your property. We will talk about how taking someones property and plagiarism are the same after the video. R - Provide student with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work.

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Lets look at this venn diagram about stealing property and plagiarism. Who can give me some examples of how these 2 things are the same or different? E - Build in opportunities for students to EVALUATE progress and self-asses. Lets look at the rubric provided that we will be using to evaluate your glog. You will be assessing your own work as you go, and your classmates and I will be assessing your finished product. T - Be TAILORED to reflect individual talents, interests, styles, and needs. Your finished glog should be creative and represent your personal interest well. Be creative! Use the rubric to make sure you have everything you need! O - Be ORGANIZED to optimize deep understanding as opposed to superficial coverage. The google doc I have shared with you has the project expectations as well as the rubric for your final project. Use it as your guide and look at it often as you work!

Checks for understanding: 1. Shared google doc should show students have copied website urls correctly with their data. 2. Finished glog should represent personal interest and will be graded with rubric provided. (peer, self and instructor)

2-3 Lesson Component: Andrea Poe Stage 1 - Desired Outcome Established Goals:
Social Studies- Behavioral Sciences: K-2 Essential Concepts and/or Skills: Understand the basic concepts of government and democracy and that the Constitution defines the rights and responsibilities of citizens.

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 Understand the purpose of rules. 21st Century Skills: Technology Literacy K-2 Essential Concepts and/or Skills: Use a variety of technology tools and media-rich resources to work collaboratively with others. Use technology resources for communicating and sharing ideas with others. Understand and practice appropriate and safe uses of technology. Be aware of why it is unsafe for students to provide others with information about themselves. Demonstrate awareness of the importance of communicating with adults about things that might concern them. Understand why technology is useful in helping them complete a task. Use technology to explore personal interests.

Understanding:
Big Ideas-

Essential Questions:
Overarching Questions: How can you use to internet to learn more about something?

Communities l Safety hip

Why is it important to be part of a community and how does that help our learning? Specific Understandings: How do you communicate and share information online and is this different than The internet can be used to find lots of great information communicating face-to-face? about topics of interest. Why is internet safety important when you are online? Topical Questions: s/opinions can be shared with others within a safe, onlinecommunity. What tools are safe when you are exploring online? ls are available to find and share information when using internet. the What are ways you share what you know? Is sharing online different than in person? ng safety guidelines and rules will keep them safe on the internet. How do you know if something seems unsafe on the internet? with an adult when confused or worried about something that occurs online is y to keep safe.

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Misconceptions/Misunderstandings: All blogging sites are safe. All information on found on internet sites is factual and accurate.

Students will know:

Students will be able to:

use safe, kid friendly search tools to find information about things use technology they are to explore personal interests, using kid safe tools. ed in. explain to others what information should not be shared with others online. ne communities are groups that they can belong to, in order share to communicate with others in a safe online blogging community about something that interests e information. them. e are technology tools that allow communication with others. demonstrate awareness of the importance of communicating with adults about things e specific rules for using the internet. that might concern them. e are safe ways to communicate and share with others online. write a blog post and add a comment to another students post. unsafe to share certain personal information with others when online. must talk to an adult if something is concerning you or making you feel ortable.

Stage 2 - Assessment Evidence Performance Tasks:

Compare online communities with real world communities Use safe online search tools and perform search on topic of interest Print out findings from search Create a poster of online safety tips Write a blog post on topic of interest

Other Evidence:
Exit Slips after lessons- answering the focus questions. Observations Online Safety Quiz Self- Assessment Questions: What did I learn today? What did I do well?

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 Comment on two other students posts Post their blog post on teacher chosen classroom blog site

What am I confused about? What do I need help with? What do I want to know more about? What am I going to work on next? Marzanos Level of Self Assessment

ESSENTIAL QUESTIONS What is a community and why is it helpful to be part of a community?

PROPOSED PERFORMANCE TASK Students discuss their prior knowledge about communities and write the ways that others help each other in communities. Students explore online sample communities (chosen by instructor) and then make a visual representation of the similarities and differences between face-to-face communities and online community. An example would be a Venn Diagram, a drawing, a T-chart. Students explore safe research sites provided by the instructor. They pick their preferred site and search for information and print/save their search. Students read other elementary blogs and read comments. They make comments as a group on another schools blog.

How is an online community similar to our own town communities?

How can you use the internet to learn more about something?

How do you communicate and share information online?

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 What is internet safety and how do you stay safe while you are online?

Students learn online safety tips and rules. Students make a poster to share what are safe behaviors are online. They hang these in the classroom and computer labs, for others to see.

Stage 3: Learning Plan Week 1, Days 1-3

Lesson Big Idea: How communities help each other? How are online communities and neighborhood communities alike and different? Teaching Method: Direct instruction, guided group, facilitative. In the beginning, it is important that prior knowledge is activated and that the students know where we are going and what we are trying to do as a class. We will become part of our communities online and in our neighborhoods. Materials Needed: LCD projector, computers for groups and internet access. Hand cut out for first lesson. Technology Used: internet, http://goo.gl/3Y4tq, http://goo.gl/pkuLk, online communities- Mrs. Ts First Grade, Ems Canvas, Mrs. Bakers Second, Mrs. Powers, Class Blogmeister Graphic Representation: Venn Diagram Maker T- Chart Creator Week 1, Day 3-4 and Week 2, Day 1 Lesson Big Idea: Why is it important to be safe in your online neighborhood? What are some things you should do to keep safe. Teaching Method: Direct instruction, pair work- collaboration, independent. Students work together as groups to view safety videos. They also work with pairs on some of the interactive software programs. Students communicate with each other about the rules of safety. Students work independently when creating their poster to communicate online safety with others in the school.

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Materials Needed: LCD Projector, computers (1 per pair), internet access, and poster paper and art supplies. Technology used: internet, projector, Prezi Presentation Prezi Presentation 2 Netzsmartz Hectors World Internet Safety Game Week 2, Day 2-3 Lesson Big Idea: How can you find information in a safe way that you would like to share with others? Teaching Method: Direct instruction, pair work- collaboration, exploration. Students work together as a class to learn about different search engines that are safe for kids. Teachers models how to do a search and find some information that would be of interest for students. Students work in pairs or independently to conduct a search. Materials Needed: LC Projector, computers, internet access Technology used: internet, projector, Search Sites: Quintura for Kids, KidRex, KidsClick, Sweet Search Week 2, Day 4-5 Lesson Big Idea: How do I share with my online community? How can I learn from others online? Teaching Method: Facilitator, guidance. Each member of the class will take what they have learned from their online resources and share with each other. They are also going to learn from others in their class using online communities, in the form of their class blog. Materials Needed: internet, projector, classroom blog site Technology used: models of other student blogs: Mrs. Ts First Grade, Ems Canvas, Mrs. Bakers Second, Mrs. Powers, Class Blogmeister. Classroom Blog site chosen by the teacher.

Big Idea

What does the teacher do?

What does the student do?

Facets of learning

Online Communities

Direct instruction, facilitative, guided inquiry

Listen, watch, activate their prior knowledge, explain

Facet 1: Can explain-Is able to...

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Week 1, Day 1-2

share the reason for becoming part of an online community.

Online Safety Week 1, Day 3-5 Week 2, Day 1

Direct Instruction, guiding groups, questioning

Listening, watching, interacting, evaluating, creating representations of knowledge with posters

Facet 1: Can explain-Is able to... explain the rules for online use of tools. identify what information is unsafe to share. explain how to share information with others. Facet 2: Can interpret-Is able to... identify a safe online search site. understand information that is shared by others.

Safe Internet Searches Week 2, Day 2-3

Direct Instruction, Pair work, guiding of exploration

guided group work, listening, exploring, and conducting search

Facet 3: Can apply-Is able to... explore a safe search site on a topic of interest.

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able to find information in a safe manner. use the internet to find information. Blogging Week 2, Day 4-5 modelling, facilitating, guiding observe, create, evaluate, and give feedback Facet 2: Can interpret-Is able to... be a safe members on a blog and identify other safe members. assess when it is okay to post a comment. understand information that is shared by others. Facet 3: Can apply-Is able to... post on a safe blogging community. make comments to others in a safe way. become part of a conversation in an online community. Facet 4: Sees in perspective--

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Is able to.... to see the other classmates and members perspective in the online community. to identify how people share differently. Facet 5: Demonstrates empathy... Is able to... understand that everyone has different ideas and come from different places. Facet 6: Reveals selfknowledge-Is able to... question his/her own work. share what he/she has learned.

1-2 Learning Goals Knowledge

1-2 Learning Events 1. Activate prior knowledge about communities. Sample

1-2 Lesson Outcomes

1. Students will be engaged and have activated their prior knowledge about communities

When Week 1, Day 1

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Lesson 2. Class Discussion about community helpers and how we stay safe in our communities. 3. Watch Video on community helpers and how they keep us safe. http://goo.gl/3Y4tq 4. Explore what an online neighborhood ism by watching Jeremiahs Online Neighborhood. http://goo.gl/pkuLk 5. View and interact with online safety programs, outlining safety rules. Prezi Presentation Prezi Presentation 2 Netzsmartz Hectors World Internet Safety Game Skills
1. Student visit other 2-3 grade classroom blogs.

and why communities are important to us.

Week 1, Day 1

Week 1, Day 1

Week 1, Day 2
2. Students are aware of safety tips and have been given different resources, conveying the same messages about Week 1, Day 4 safety online.

1. Students can navigate other elementary blogs and read

Week 1, Day 2

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2. Students brainstorm ideas ways to stay safe online. 3. Students search on safe site on chosen topic. 4. Students can print out information they find on the internet. 5.Students able to log in to classroom blog site, using username and password.

posts. 2. Students can navigate a simple search on a kid friendly search engine. 3. Students can create a blog/comments on a safe classroom blogsite

Week 1, Day 4

Week 2, Day 2

Meaning

1. Explore online sample

communities and then make a visual representation of the similarities and differences between a face- to -face community and online community. An example would be a Venn Diagram, a drawing, a T-chart. Mrs. Ts First Grade, Ems Canvas, Mrs. Bakers Second, Mrs. Powers, Class Blogmeister Venn Diagram Maker

1. Students are able to Week 1, Day 3 compare and contrast online communities and real life communities. This will further their understanding of the need that online communities fill.

Week 2, Day 3

2. Teacher guides student in post comments on other first

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T- Chart Creator
2. Students make comments,

as a class group, on another schools blog. Also, students sign in to school approved blog site. Mrs. Ts First Grade, Ems Canvas, Mrs. Bakers Second, Mrs. Powers, Class Blogmeister 3. Explore safe research sites provided by the instructor. They pick their preferred site and search for information and print/save their search. Search Sites: Quintura for Kids, KidRex, KidsClick, Sweet Search

and second grade blog sites. Students know how to post comments and how to follow the steps of posting.

Week 2, Day 2

3. Students are able to evaluate information on something that interests them. They are able to choose additional facts about their topic. Week 2, Day 3 4. Students understand sharing with peers about information. This established a need to share with others. 5. Students are able to restate
in their own words what they have learned about internet safety.

Week 1, Day 5

4. Students share search findings with teacher and other students in class.

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5. Students create a list of ideas for internet safety ideas for the posters that they will share with others. Transferring
1. Create posters on computer safety rules. 1. Students are to put their learning into their own words and create visuals that represent those concepts. 2. Students have independently shown that they can communicate with others about a topic of interest. 3. Students are able to share their thinking using an online community format. 3. Log in to classroom safe blogsite and use their screen 4. Students make connections name and post their written between sharing online and paragraph. sharing in the classroom. 4. Students share their blog post with others in the classroom.

Week 2, Day 1

Week 2, Day 3

2. Write a paragraph on paper about a topic of their choosing.

Week 2, Day 5

Week 2, Day 5

Week 2, Day 5
5. Students are able to share their thoughts with others and also become the audience for

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5. Students will comment and evaluate two other students blog post.

other classmates. This is done in a safe manner.

After unit

6. Students will be able to assess their work.

6. Students will fill out safety poster rubric.

W= In order for student to know where they are going, it is important to do the first activity activating their prior knowledge about communities. Both students and teacher are able to meet and talk about prior social studies concepts. Then the connection can begin to be made about online communities and where we are going with this unit. H= Seeing and visiting the other first and second grade blogs will hook the students. When they see that kids their ages are posting and sharing their ideas, it will inspire them to join them. This establishes an audience and a purpose for writing. E= Equipping the students with tools to search and to find things they are interested in, is an important part of this unit. The students can explore some of the links and find meaningful resources to use. They are also encouraged to explore other kid authored blogs. R= The students are able to learn about their interests and print off their resources. However, before they post on a blog, they are asked to explore others blogs. They can then rethink what they want to share with others. They also know about the internet safety rules and this allows them to reflect on how they will present their ideas. T= The lesson is personalized, or tailored in the way that the children chose to communicate with others. They are allowed to chose topics that are of interest to them. They may also add comments (with the teachers guidance) to other students blog posting. This is up to them and allows them to have genuine responses to others. O= The lessons are sequential and organized, however, they are also fluid. The teacher could change the order, but there are logical steps to the learning. Communities, finding information they would like to share, learning the rules of sharing online, then exploring online communities, and lastly posting their own ideas.

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Students will know: that you can use technology tools to help find information about things you are interested in. that online communities is a group that you can belong to. that there are technology tools that allow us to talk to others. there are rules for using the internet. that there are safe ways to communicate and share with others online that it is unsafe to share certain personal information with others when online. that you must talk to an adult if something is concerning you or making you feel uncomfortable. Students will be able to: use technology to explore personal interests, using kid safe tools. explain what information they should not share with others online. demonstrate awareness of the importance of communicating with adults about things that might concern them. share with others in a safe online blogging community about something that interests them. write a blog post and add a comment to another students post. B) Choose the big ideas to be covered for each content area/lesson Online Communities Personal Safety Citizenship C) Specify the desired understandings for each subject area /lesson Students will understand... that you can use the internet to find great information about things you are interested in learning. that you can share your interests with others online, and become part of a community. that there are safe tools to use when using the internet. that there are rules and ways to stay safe online that you should tell an adult when you are confused or worried about something that occurs online.

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D) Clarify content priorities Student will become familiar with safe online tools to find information that interests them. Students will know what is unsafe information to share and what is not. Students will understand what an online group is and how to communicate using one. Big Ideas Students need to know what an online community is and how to communicate with others in a safe way with others. Students need to be aware of safety rules for online communities and what to do if they feel uncomfortable online. Students able to understand the need to share with others and build a community. Core Tasks Student will find information on topics of interests using safe tools. Students will share online in a safe manner about what they have found. Students will comment on others information and take part in an online community. E) Specify the essential question(s) for each subject area/lesson Overarching Questions: How can you use to internet to learn more about something? Why is it important to be part of a community? How do you communicate and share information online? Why is internet safety important when you are online? How do you share with others using online tools? Topical Questions: What tools are safe when you are exploring online? What are ways you share what you know? Is sharing online different than in person? How do you know if something seems unsafe on the internet? How do you write information in a way that others can learn from you? F) Determine topic understandings for each subject area/lesson The Internet is a place to find out things we are interested in learning.

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We need to follow safety rules just as we have to follow safety rules out in the world. Also talk to an adult if something makes you feel uncomfortable when you are working online.

TOPICS OF UNDERSTANDING:
Multiple Lessons are in this unit.

6 Facets to Build Assessment

Facet 1: Can explain-Is able to... explain the rules for online use of tools. identify what information is unsafe to share. explain how to share information with others. share the reason for becoming part of an online community. Facet 2: Can interpret-Is able to... identify a safe online search site. be a safe members on a blog and identify other safe members. assess when it is okay to post a comment. understand information that is shared by others. Facet 3: Can apply-Is able to... post on a safe blogging community. make comments to others in a safe way. become part of a conversation in an online community. evaluate unsafe sites. Facet 4: Sees in perspective-Is able to.... to see the other classmates and members perspective in the online community. sees and explains the importance of listening to others.
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 to identify how people share differently. Facet 5: Demonstrates empathy... Is able to... understand that everyone has different ideas and come from different places. see how someones comments may be misunderstood by others. Facet 6: Reveals self-knowledge-Is able to... question his/her own work. reflect on work and effectively self-regulate. share what he/she has learned.

Use of Essential Questions for Assessment

ESSENTIAL QUESTIONS What is a community and why is it helpful to be part of a community? PROPOSED PERFORMANCE TASK Students discuss their prior knowledge about communities and write the ways that others help each other in communities. Students explore online sample communities (chosen by instructor) and then make a visual representation of the similarities and differences between face-to-face communities and online community. An example would be a Venn Diagram, a drawing, a T-chart. Students explore safe research sites provided by the instructor. They pick their preferred site and search for information and print/save their search.

How is an online community similar to our own town communities?

How can you use the internet to learn more about something?

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 Students read other elementary blogs and read comments. They make comments as a group on another schools blog. How do you communicate and share information online? Students learn online safety tips and rules. Students make a poster to share what are safe behaviors are online. They hang these in the classroom and computer labs, for others to see.

What is internet safety and how do you stay safe while you are online?

Design Samples of Assessment Instruments and Rubric

POSTER RUBRIC- INTERNET SAFETY Category Content - Accuracy 1 At least 5 accurate facts are displayed on the poster. 2 3-4 accurate facts are displayed on the poster. 3 1-2 accurate facts are displayed on the poster. 4 No facts are displayed on the poster.

Graphics - Relevance

All pictures are related to the topic and make it easier to understand.

All pictures are related to the topic and most make it easier to understand

Pictures are included, but some are not understood.

Graphics do not relate to the topic OR are not present.

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Knowledge Gained

Student can accurately answer all questions related to facts in the poster and processes used to create the poster.

Student can accurately answer most questions related to facts in the poster and processes used to create the poster.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.

Student appears to have insufficient knowledge about the facts or processes used in the poster.

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Link to Second Rubric on Internet Safety Poster Link to Rubric on Venn Diagrams Blogging Checklist Link to Assessment tips on Blogs

Design Self-Test of Assessment Attached is a file for my self-test: Self-Test of Assessment

3-5 Lesson Component: Marija Musselman Stage 1 - Desired Outcome

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Established Goals: 21st Century Skills - Technology Literacy

3-5 Essential Concepts and/or Skills: Understand and practice appropriate, legal, and safe uses of technology for lifelong learning. Demonstrate awareness of the dangers of sharing personal information with others.

Social Studies - Civic Literacy

3-5 Essential Concept and/or Skill: Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action. Understand what it means to be a citizen.

Literacy - English Language Arts - Writing

3-5 Essential Concept and/or Skill: Production and Distribution of Writing With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Concepts: Citizenship Communities Relationships Personal Safety Communication

Understandings: Essential Questions: Overarching Overarching The way we communicate changes based on the How should people interact with strangers in the purpose, audience, and means of communication. community? Citizens contribute to communities and build relationships How do citizens participate in communities and build with others. relationships?

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 How does the purpose, audience, and medium influence

Topical communication? Topical

Blogs are online communities are a place to build

relationships by interacting with others. Communication changes depending on the purpose, intended audience, and the medium being used.

How do you identify and interact with a stranger online? Why is communicating online sometimes more difficult
that in person? How can you show emotion or expression in your online communication? How do you change your writing when communicating with your teacher, parents, grandparents, or friends?

Students will know: Students will be able to: there are a variety of ways to communicate and interact identify different ways to interact with others online and with others online. participate in a digital community. that personal information should never be shared with explain what personal information is and why it should others online. not be shared with others. that you are building relationships when participating in compare real-life and online/virtual communities. online communities. write blog posts that are appropriate for the purpose and that the way you communicate changes depending on audience without sharing personal information. why you are communicating, who you are communicating critique online posts written by peers based on purpose, with, and how you are communicating. audience, and personal safety. how you communicate with others online affects type using proper keyboarding skills. (homerow, top row, relationships. bottom row, shift, space, and return keys) that using proper keyboarding skills (correct use of homerow, etc) will allow you to communicate with others online more efficiently and in a timely manner.

Stage 2 - Assessment Evidence

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Performance Tasks: Other Evidence: Students write a blog post with advice for staying safe Students record the internet safety rules they find when online. visiting the internet safety sites from the Symbaloo site. Students reply to two blog posts about the advice for Students circle the three rules they think are most staying safe online. important that they found visiting the internet safety sites. Students evaluate one blog post or one comment they Students work as a team and compare each of their three read using the provided rubric. rules they think are most important and decide on one for their advertising campaign. Students evaluate and reflect on their posts and comments using the provided rubric. Design team discussions during the planning process of the advertising campaign. Students choose a main idea with supporting ideas for an advertising campaign about internet safety. Students planning sheets for their advertising campaign. Students self assess advertising campaign using the Team reflection after self assessment. provided rubric Team reflection after receiving feedback. Students provide peer feedback using the provided feedback guide and rubric.

Stage 3 - Learning Plan Learning Activities Week 1 - Days 3 & 4: Blogging

Big Idea: The way we communicate changes based on the purpose, audience, and means of communication. Citizens contribute to communities and build relationships with others. Materials Needed: Class KidsBlog, Student Note Sheet, Online Communication Rubric, student laptops from mobile lab, projector Technology Needed: Symbaloo site, KidsBlog, Scholastics Ink Splot 26 Blog, National Geographic Kids DogEared Blog, DOGO News Blog, Sports Illustrated Kids Blog, Class Blog on KidBlog What the teacher uses:

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 Modeling, guided practice, guided inquiry, feedback, and coaching What the student needs to do: Observe, research, compare, explain, and evaluate Facets of understanding: Facet 1. Can explain - Demonstrates sophisticated explanatory power and insight. Is able to... explain what type of information should and should not be shared online to protect their personal safety and why. Facet 2. Can interpret - Offers powerful, meaningful interpretations, translations, narratives. Is able to... determine the appropriate way to communicate or respond to an online communication. Facet 3. Can apply - Uses knowledge in context; has know-how. Is able to... participate safely in online communities. communicate with and respond appropriately to other people online. Facet 4. Sees in perspective Is able to... critique online communication of other people. Facet 6. Reveals self knowledge Is able to... write, review, and revise their online communication such as blog posts or comments to fit the topic and the audience. communicate with people online in a safe manner that does not jeopardize their personal safety.
WHERETO Where/Why - Students will be participating in online communities in the lesson and in their future. Hook - Personal safety is extremely important in person and online. How do you interact with people online that you dont know? Equip - Students visit internet safety sites to identify rules, advice and tips for staying safe online. Students post and comment about their findings on the class blog. Reflect/Revise - Students read outside blog posts and comments and compare them to the provided rubric. Evaluate - Students evaluate their posts using the provided rubric.

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 Tailored - Students post and comment about the internet safety rules, advice, and tips, they feel are most important. Organized - Students go through a series of learning events that help them identify, understand, apply, and evaluate their
participation in an online community. Students identify information regarding internet safety, discuss it with peers through the class blog, read posts and comments on an outside blog, students post or comment on an outside blog, and then evaluate their post.

Learning Activities Week 1 - Day 5 & Week 2 - Day 1: Internet Safety Advertising Campaign
Big Idea: How to follow online safety rules to ensure personal safety Materials Needed: Completed Student Note Sheet, projector, document camera, student laptops from mobile lab, digital camera & USB cable, video camera & USB cable, microphone, color printer, paper stock, student credentials, Advertising Campaign Rubric, Feedback Guide Technology Needed: Symbaloo site for reference if needed, Google Apps, iPhoto, iMovie, GarageBand, Word What the teacher uses: Modeling, cooperative learning, graphic representation, feedback, and coaching What the student needs to do: Observe, discuss, compare, explain, collaborate, visualize, evaluate, and revise

Goal: Your task is to create an advertising campaign about Internet Safety or Digital Citizenship The goal is to inform students how to use the Internet safely and how to be appropriate digital citizens, and why that is important. The problem or challenge is providing the information in a clear message that students will understand, in a way that will get and maintain the students attention and while still showing the importance of the message. The obstacles to overcome are keeping the information easy enough for the younger students to understand, while still informing the older students. Some of the younger students dont know what a digital citizen is and have very little experience using the Internet.

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Role You are designers in an advertising company. You have been asked to create a public service announcement advertising campaign. Your job is to create a public service announcement advertising campaign about Internet Safety or Digital Citizenship. Audience Your clients are the elementary principals and superintendent in our school district. The target audience is Kindergarten, first grade, and second grade students in our school district. You need to convince students about the importance of digital citizenship or Internet safety and why that is important to them personally. Situation The context you find yourself in is experts regarding Internet safety and digital citizenship that work in a graphic design company hired by a school district. The challenge involves working as a design team to create a clear message for your audience dealing with a variety of different products ranging from posters, flyers, radio commercials, and television commercials that are geared toward your audience that looks like they are all a part of the same advertising campaign. Product, Performance, and Purpose You will create a public service announcement ad campaign that will inform and convince students about the importance of digital citizenship and Internet safety in order to help students use the Internet safely and be an appropriate digital citizen. You need to develop an ad campaign that provides a clear message through a variety of products so that with the variety of products it will inform and convince all students in the school district. Standards and Criteria for Success Your performance needs to show your understanding of digital citizenship and Internet safety acquired through the learning activities during this unit and why it is important issue. Your work will be reviewed by your peers and teachers first to receive feedback, then judged by your clients, the elementary principals and the superintendent of the school district. Your product must meet the following standards provided on the provided rubric.

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Facets of understanding: Facet 1. Can explain - Demonstrates sophisticated explanatory power and insight. Is able to... explain what type of information should and should not be shared online to protect their personal safety and why. explain the similarities and differences of their communication with people in person and online. explain how their communication online changes depending on the audience such as friends, family, peers, teachers, and strangers. Facet 2. Can interpret - Offers powerful, meaningful interpretations, translations, narratives. Is able to... determine the appropriate way to communicate or respond to an online communication. identify the difference between friends, peers, trusted adults, online friends, and strangers. Facet 4. Sees in perspective Is able to... recognize that other people have different opinions than their own. Facet 5. Demonstrates empathy Is able to... communicate appropriately with other people that have different opinions than their own. Facet 6. Reveals self knowledge Is able to... write, review, and revise their online communication such as blog posts or comments to fit the topic and the audience. communicate with people online in a safe manner that does not jeopardize their personal safety. WHERETO Where/Why - Students are using the Internet more each year at school and at home. Students must be aware of how to keep themselves safe online. This project allows students to share the importance of online safety with other students. Hook - Students are part of a design team hired to create an advertising campaign about Internet Safety for the elementary schools in the district. Equip - Students have researched internet safety sites and discussed their findings through the class blog. Reflect/Revise - Design teams discuss their top three Internet Safety Rules to decide on their advertising campaign, develop supporting ideas for their topic, and then plan their advertising campaign accordingly. Students reflect on the

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changes made to the advertising campaign based on the feedback provided the other teams.

Evaluate - Students evaluate their advertising campaign using the provided rubric. Students provide peer feedback to other
teams. Students reflect on feedback provided by other teams and make adjustments to their advertising campaign. Tailored - Students choose the Internet Safety topic they feel is most important and choose the medium they want to use for their advertising campaign. Organized - Students are progressing through a series of learning events that are helping them to identify and understand Internet safety rules, advice, and tips. Through team discussion and planning, students will develop a main idea with supporting details for their Internet Safety advertising campaign. Rubrics, self assessment, and feedback from other teams will guide their process.

3-5 Learning Goals Knowledge

3-5 Learning Events Students visit internets safety sites from Symbaloo site to investigate personal safety and record their findings. CFU Students visit blogs to read posts and comments. Students identify the main idea for their public service announcement advertising campaign. Students log in to class blog and create a new post and/or comment. CFU Students identify supporting details for the main idea of their advertising campaign. CFU Students create posters, presentations, brochures, audio recordings, or video recordings.

3-5 Lesson Outcomes Students identify and record ways to protect their personal safety online.

When Week 1, Day 3 Week 1, Day 4 Week 1, Day 5

Skills

Students create a blog post with advice about online safety. Students identify specific ideas to protect their personal safety online. Students create documents, presentations, audio or video recordings.

Week 1, Day 3 Week 1, Day 5 Week 1, Day 5 & Week 2, Day 1

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Making Meaning

Students write a blog post on the class blog with advice for staying safe online. CFU Students reply to two posts about the advice for staying safe on the Internet on the the class blog. CFU Students evaluate one blog post and one comment using the provided online communication rubric. CFU Students choose supporting details that help explain the main idea of their advertising campaign. Students write a blog post or a comment on an outside blog provided by the teacher. Students evaluate and reflect on their posts and comments. CFU Students create an advertising campaign about Internet Safety. Students evaluate their advertising campaign using the provided rubric. CFU Students provide feedback to peers on their advertising campaign. CFU Students share their advertising campaign with their school and other elementary schools in the district.

Students write a blog post and comments explaining personal safety online based on the information found on the Internet Safety sites and posts from their peers. Students recognize and understand how to participate in online communities safely. Students plan and create content for their advertising campaign.

Week 1, Day 3 Week 1, Day 3

Week 1, Day 4

Week 1, Day 5

Transferring

Students participate safely in an outside of school online community.

Week 1, Day 4 Week 1, Day 4 Week 1, Day 5 & Week 2, Day 1 Week 2, Day 1 Week 2, Day 1

Students create documents, presentations, audio or video recordings explaining personal safety online.

Check for Understanding - CFU Lesson Schedule within Unit Day 1 Day 2 Day 3 Day 4 Day 5

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Week 1

Students visit internet safety sites from the Symbaloo site to investigate personal safety. Students write a blog post on the class blog with advice for staying safe online. Students reply to two posts about the advice for staying safe on the internet on the class blog.

Students evaluate one post ond one comment they read with the provided rubric. Students write one blog post or one comment on blogs provided by teacher. Students evaluate and reflect on their posts and comments using the rubric.

Students decide on main topic, supporting ideas, and medium for advertising campaign. Students begin creating posters, presentations, brochures, audio recordings, and video recordings. Students self assess using rubric and make any revisions needed.

Week 2

Students continue working an advertising campaign. Students provide peer feedback using the rubric and feedback guide. Students make final revisions. Students self assess using the rubric. Students submit

Flex Day for students to finish advertising campaign or begin next part of unit.

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advertising campaign for distribution to the district elementary schools and morning announcements. Blog Posts/Comments Rubric
E Exceeds Target Applies these skills at a level higher than expected for this grade level: Content Topic is appropriate for intended audience and is timely Main idea is very clear Supporting information clearly supports and demonstrates the main idea No errors in message Voice Message is easily understood by target audience Personal Safety No personal information is shared Mechanics No spelling or grammatical errors Meets target in all three categories: Content Topic is appropriate for audience and medium Main idea is clear Supporting information backs up main idea No errors that detract from the message or its importance Voice Message is geared toward intended audience Personal Safety

Meets Target

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 Some non-identifying personal information is shared Mechanics Uses complete sentences Only one or two spelling or grammatical errors
W Working Toward Target Working Toward Target with Support Even with Support, Not Working Toward Target Meets most parts of the targets, but not all of them. Meets the targets in some categories, but not always. With support, begins to meet some of the targets

WS

NP

Even with support, is not showing progress toward the target.

Self-test of assessment ideas

Stage 1 Desired Results: Students can participate safely and appropriately in online communities by writing blog posts and comments. Proposed Assessment: Students comment on their peers posts on their class blog. Students evaluate posts and comments on a blog provided by their teacher. Students write a blog post or comment on a blog provided by their teacher. Students evaluate and reflect on their blog posts and comments.

Stage 2

How likely is it that a student could do well on the assessment by

Very Likely

Somewhat Likely

Very Unlikely

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1. Making clever guesses based on limited understanding? 2. Parroting back or plugging in what was learned, with accurate recall but limited or no understanding? 3. Making a good-faith effort, with lots of hard work and enthusiasm, but with limited understanding? 4. Producing lovely products and performances, but with limited understanding? 5. Applying natural ability to be articulate and intelligent, with limited understanding of the content in question?

x x x x x

How likely is it that a student could do poorly on the assessment by 6. Failing to meet the performance goals despite having a deep understanding of the big ideas? (For example, the task is not relevant to the goals.) 7. Failing to meet the scoring and grading criteria used, despite having a deep understanding of the Big Ideas? (For example, some of the criteria are arbitrary, placing undue or inappropriate emphasis on things that have little to do with the desired results or true excellence at such a task.)

x x

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