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computer and technology part 1 wendy wallace digital portfolio thursday august 2 2012

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table of contents 1 cyber bullying lesson grade 7 media literacy page 1 2 think you know grade 2 true or false power point lesson learning how to search for reliable/truthful internet sources page 8 3 social studies scavenger internet hunt page 16 4 researching citation and copyright power point lesson page 22 5 web site creation page 30

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page 2 grade 7 media literacy social justice curriculum expectations language arts overall expectations media literacy 1 demonstrate an understanding of a variety of media texts 2 identify some media forms and explain how the conventions and techniques associated with them are used to create meaning 3 create a variety of media texts for different purposes and audiences using appropriate forms conventions and techniques 4 reflect on and identify their strengths as media interpreters and creators areas for improvement and the strategies they found most helpful in understanding and creating media texts specific expectations media literacy understanding media texts purpose and audience 1.1 explain how various media texts address their intended purpose and audience responding to and evaluating texts 1.3 evaluate the effectiveness of the presentation and treatment of ideas information themes opinions issues and/or experiences in media texts e.g explain why the editorial/photo essay in thise-zine did or did not convince you of its position making inferences/interpreting messages 1.2 interpret increasingly complex or difficult media texts using overt and implied messages as evidence for their interpretations point of view 1.5 demonstrate understanding that different media texts reflect different points of view production perspectives 1.6 identify who produces various media texts and determine the commercial ideological political cultural and/or artistic interests or perspectives that the texts may involve understanding media forms and techniques form 2.1 explain how individual elements of various media forms combine to create reinforce and/or enhance meaning conventions and techniques 2.2 identify the conventions and techniques used in a variety of media forms and explain how they help convey meaning and influence or engage the audience creating media texts form 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create

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page 3 overall expectations writing 1 generate gather and organize ideas and information to write for an intended purpose and audience 2 draft and revise their writing using a variety of informational literary and graphic forms and stylistic elements appropriate for the purpose and audience 3 use editing proofreading and publishing skills and strategies and knowledge of language conventions to correct errors refine expression and present their work effectively 4 reflect on and identify their strengths as writers areas for improvement and the strategies they found most helpful at different stages in the writing process specific expectations writing developing and organizing content purpose and audience 1.1 identify the topic purpose and audience for more complex writing forms developing ideas 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose research 1.3 gather information to support ideas for writing using a variety of strategies and a wide range of print and electronic resources organizing ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a multi-paragraph piece of writing using a variety of strategies review 1.6 determine whether the ideas and information they have gathered are relevant appropriate and sufficiently specific for the purpose and do more research if necessary using knowledge of form and style in writing form 2.1 write complex texts of different lengths using a wide range of forms voice 2.2 establish a distinctive voice in their writing appropriate to the subject and audience word choice 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing sentence fluency 2.4 vary sentence structures to give their writing rhythm and pacing by using a variety of connecting and/or introductory words and phrases point of view 2.5 identify their point of view and other possible points of view evaluate other points of view and find ways to acknowledge other points of view if appropriate preparing for revision 2.6 identify elements in their writing that need improvement selectively using feedback from the teacher and peers with a focus on voice diction and an effective beginning and ending producing drafts 2.8 produce revised draft pieces of writing to meet identified criteria based on the expectations

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page 4 applying knowledge of language conventions and presenting written work effectively producing finished works 3.8 produce pieces of published work to meet identified criteria based on the expectations purpose/success criteria understanding the impact of indirect bullying/cyber bullying and how can it be prevented empowering students with technology to make changes in their society materials markers pencils erasers 30-40 large full sheets of newsprint 8-6 digital cameras may be borrowed from board office check to see how many students have access to a camera with video capabilities 5 lcd projectors borrowed from board office 8-6 tripods bristol board have on hand 6-8 full sheets students can use as planning boards with video screening beside while they draw and develop their video four foam core display boards computers in classroom depending on timeline allowed borrow three extra computer laptops from board office would be advantageous for this project computer lab time for presenting planning and creating 10 sessions double periods or more 30 tracking sheets or checklist keeping students on task for individual and group work 6-8 folders to keep paper in and have a bin in the class at media centre set up so students can work on the assignment after completing other work 6-8 success criteria sheets i am successful when abbreviated curriculum expectations 6-8 rubrics for folder assessment on group work 30 individual rubrics for assessment on individual work 30 evaluations/reflections of success criteria for project loose lined paper for writing scripts and scene descriptions of their media text 30 timelines 6-8 examples of report and script/scene writing 6-8 schedules of in class computer time for project

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page 5 activity hook computer lab and library use the computer lab to introduce videos and create brainstorm webs on large screen in lab asking student volunteers to scribe students oral answers this could be shared and several students could be participating at once makes this process of learning faster and more exciting before beginning ask what are types of cyber bullying give some examples watch these three videos oral discussion making a brainstorm list on chart paper or using laptop and projector on screen about what is in the message now after watching these videos what are types of cyber bullying give some examples be specific in response to the videos on the brainstorm web use image icons of three videos to distinguish the differing media presentation approaches how do you see these technological tools being misused explain your answer how do the videos develop and unfold their messages discuss the use of music how does it fit into each video combined with events text visuals and vocabulary http www.youtube.com/watch?v=y0dkz_4cwys http www.youtube.com/watch?v=ptftbakiyyg http www.youtube.com/watch?v=fnumiy9d7uy activity lesson plan computer lab and library working in groups of three create a film based work that reflects cyber bullying each member of the group have roles in their production director/actor editor/actor and coordinator/actor depending on your students the groups should be levelled and pre-arranged by the teacher create a word list from webs developed in hook whole instruction shows how you make a comic strip with rough sketches and text planning a movie use the elmo projecting the demonstration on the screen demonstrate how to write scene descriptions and script writing possible to use microsoft word for clarity of text outline planning text describing the scene and then have the speech every good movie/video is planned frame by frame just like a comic prior to this students will have done independent and group work using comic life which will help prepare them for this task in media literacy social justice.

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page 6 offer the use of comic life as a technology planning tool as well noting that it can be a beginning application in the planning stage but to use hands on paper and drawing tool in combination if there is a smart board draw an example on the screen have the students do their planning on newsprint in their groups in terms of your video how can you incorporate scenes in a school yard and school equipment cannot go home how can you use scenes from home can you make classroom settings look like sets of home questions and considerations when planning your film of moving and or still images work from idea webs and brainstorming done during presentation of videos watch the videos over again until you and your group understand the messages programs to use movie maker or prezi combining short video clips still and/or drawn images as a group share and reflect on personal or known experience decide what are all the elements of cyber bullying and how will you present these elements using media technology consider webs created during lesson think about the feelings of the victim and the bully try to explain why bullying exists and how can you change this use your timelines and checklists be creative writing as a group complete a report to be used in the oral presentation and explanation of your media creation discuss the planning and difficulties and successes of your project when handing in your groups finished work include all rough work computer programs storing rough work script writing and scene description writing this will have to be reinforced throughout the assignment.

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page 7 accommodations and modifications flexibility is the key to teaching this lesson if during assessment there are troubles within the organization of the groups plan or in their communication within the structure powerpoint and photo story programs could be an option for students on iep s and students that might need to do project at home also in respect to considering students learning preference there will/could be issues working in groups could use comic life since they have done previous projects as their group s basis for script and scene description of the media text to help facilitate the planning assessment timeline of due dates for the three steps in assessing student work observational checklist conferencing with each group in three stages planning checking to make sure of appropriate content filming and presentation plan for use of technology programs rubric assessment for group projectbased on oral presentation and written workand individual based on contribution to the group evaluation/reflection of student thoughts and feelings about the success of the project i included this lesson plan because the learning content and subject matter is engaging and creative for the grade level cyber bulling lesson addresses two strands of language curriculum making stronger connections for the students while addressing higher level thinking developing their critical thinking skills the activity is an excellent way to assess students knowledge and understanding as well as supporting peer cooperation and learning it is a step towards student accountability for their learning in a group based activity allowing me as a teacher to guide the learning rather than on whole instruction.

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page 8 lesson show your students what they can do to make sure that the information they are obtaining from the internet is truthful think you know grade 2 true or false purpose learning how to search for reliable/truthful internet sources markers for back-up materials computer lab and big screen for power point projection chart paper and activity in the computer lab students paired if more time is needed students may complete on classroom computers all students login to internet explorer accommodations/modifications students are in prearranged pairs activity /game in a related subject safety and the internet to do once the students have finished assessment email electronic copy of worksheet preperation for using alternative search engines for report writing language arts based on a specific animal science life systems think you know what would you do if you wanted to learn about penguins 1 first i would go to the library and look/borrow books that are about penguins or the antarctica where penguins live why would you go to the library to start a beginning of understanding and narrowing my search about my topic 2 i would then go to search information on the computer 3 i would search on google under penguins try this search engine 4 try a different search engine type in alta vista finding truthful websites lets see what happens everyone go to their internet explorer and type in penguins

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page 9 your screen should look like this choose one site that you think has information related to your search have one or more students describe the site oral discussion your screen should look like this choose one site that you think has information related to your search have one or more students describe the site oral discussion.

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page 10 search results about 17,800,000 results 0.23 seconds search results the official web site pittsburgh penguin penguins.nhl.com/cached similar you +1 d this publicly undo official site includes team information statistics a schedule multimedia and ticket information schedule team watch and listen info news penguin wikipedia the free encyclopedia en.wikipedia.org/wiki/penguincached similar you +1 d this publicly undo penguins order sphenisciformes family spheniscidae are a group of aquatic flightless birds living almost exclusively in the southern hemisphere especially in kidzone penguins www.kidzone.ws/animals/penguins/cached you +1 d this publicly undo fun facts photos and activities about penguins includes information on many of the species news for penguins afp natural causes killed penguins along brazilian coast scientists say cnn 3 hours ago researchers believe that 745 penguins found washed up along the state s coastline since june 15 have died of natural causes try a different search engine type in alta vista http www.altavista.com penguin wikipedia the free encyclopedia etymology systematics and anatomy and distribution and penguins order sphenisciformes family spheniscidae are a group of aquatic flightless birds living almost exclusively in the southern hemisphere especially in en.wikipedia.org/wiki/penguin cached more results from en.wikipedia.org » zooborns penguin baby zoo animals www.zooborns.com penguin chick a special delivery july 15 2012 a bundle of fluffy gray feathers arrived at the fort wayne children s zoo on june 26 a tiny blackfooted penguin hatched to mother right pink and father left pink the penguins are identified by colored bands on each kidzone penguin facts emperor penguins galapagos penguins gentoo penguins king penguins macaroni penguins magellanic penguins rockhopper penguins kidzone.ws/animals/penguins/facts.htm cached penguins encyclopedia of earth the penguins consist of seventeen species of flightless seabird found in the southern hemisphere they are characterized by their erect posture stiff wings www.eoearth.org/article/penguins cached compare the results what are the same and what are different venn diagram of searches · in this venn diagram we are going to compare two different websites one searched by google and the other altavista · choose the two sites from students discovery and discussion in google and altavista searches · we will focus on the sites that we think will give us information about the penguin that lives in antarctica · split the students into two groups · observation oral discussion contribution teacher electronic scribes students responses ·developing an awareness and accessing students prior knowledge and misconceptions of truthful and reliable websites http www.readwritethink.org/files/resources/interactives/venn/

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page 11 search engines · google · alta vista try a new search engine dogpile and add to your search words antarctica penguins your screen should look like this questions :what is the first thing you noticed about this search when we added a word try searching just penguins and see what results you get oral discussion and teacher checkins.

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page 12 do you see the same sites in the dogpile search discuss and compare these two web sites based on questions below which one is a reliable source or are they both reliable sources · · · · · · · · · · · split the lab into two groups look at the web site http lrs.ed.uiuc.edu/students/downey/project/penguins.html look at the next web site http www.gdargaud.net/antarctica/penguins.html do the websites have functional design the focus is on text information do the websites have links to other sources this usually means information has been researched and these links are supporting websites on the topic of information do the web sites have flashy design little or no design means the source probably came from researchers who have better things to do than fiddle with fancy layouts their focus is on research do they have advertisements this usually means the site has other intentions and is heavily sponsored is there a date noting last update on site this will help you determine whether the text/information is reliable which one do you think would be a good source based on what we have learned from these questions choose one representative from each side to describe and explain their thoughts about the web site deciding whether it is a reliable source of information based on these questions.

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page 12 task · look at these three web sites that might be reliable sources for learning about penguins and answer the questions about each web site · access the work sheet in school zone folder and email and save work in students folder worksheet web sites to look at from dogpile search engine does the website have text information does the website have links to other sources of information does the website have flashy design does the website have a lot advertisements is there a date giving last update on site http www.doc.ic.a c.uk kpt/terraques t/va/science/pengui ns/penguins.html http antarctica.kul gun.net/animals/pe nguins http www.coolant arctica.com/antarcti ca%20fact%20file/w ildlife/antarctic_pen guins.htm add two more web sites that you think are reliable sources give a yes or no answer and write a sentence describing your observation.

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page 14 · once you have finished you may go to the penguin games http dsc.discovery.com/tv/frozen-planet/criminalpenguins-game · · http mediasmarts.ca/sites/default/files/games/p rivacy_playground/flash/privacy_playground_en/st art.html second activity or the first adventure of cyber pigs internet sources · http mediasmarts.ca · http mediasmarts.ca/sites/default/files/pdfs/back grounders/privacy-playground-guide.pdf · read write and think international reading association ncte · http www.readwritethink.org/files/resources/less on_images/lesson983/organizer-form.pdf

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