Mini Lesson #1 Blogging in the classroom

ISTE STANDARDS:

Digital Citizenship Students understanding human, cultural, and societal issues related to technology and practice legal and ethical behavior. Research and information fluency Students apply digital tools to gather, evaluate, and use information. Communication and collaboration Students use digital media and environment to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processing using technology. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems and operations.

DIGITAL INFORMATION FLUENCY: Using Information Ethically: How will I Ethically Use the Information?

PRINCIPLES OF INQUIRY-BASED LEARNING: #1: Authentic task for learning #4: Assessment for learning #5: Appropriate use of technology #7: Success for all students #8: Ethical citizenship

Engage, Enhance, Extend Levels: Teaching students how to blog offers several advantages for students. Some students won’t ask a question out loud in a classroom, because they think they may sound “dumb”. Other students need more time to reflect upon the subject matter, in order to answer a question. Using blogs instead of a written journal or asking a question during class, takes away some of the worry of sounding dumb as well as giving a student time to reflect. Blogging enhances student learning with technology students are aware of and offers more engagement in what they are learning about.

ESSENTIAL QUESTIONS:

What is blogging? How can I use blogging ethically?

LEARNING OBJECTIVES:

Students will learn how to use blogging to: -Ask and answer question -Communicate with others outside of the classroom. -Understand what they should do if they encounter a cyber-bully. Activate Prior Knowledge:

Does anyone know why students are required to write in a journal at school? How about what a bully is? How can these two thoughts be connected?

Lesson Activity:

-Ask if anyone has heard of a blog. -Explain what a blog is and why it is used. -A blog is an internet site where individuals or groups share their ideas, opinions, and comments.

Watch videos on student bloggers:

-What is a Blog? https://www.youtube.com/watch?v=NjwUHXoi8lM&list=PLvYbPxGmbODWN8K-oBHZhXjEQ2AaTfW0X

-Student Bogging https://www.youtube.com/watch?v=s_NKmhic0Zo -Discuss with students about rules for blogging and why they are needed. -Share examples of classroom blogs with students: http://mscassidysclass.edublogs.org http://mrmillersblog.com

Your blogs have already been created under our class blog. Everyone has a different logon and password that should be kept secret.

Explain that our class is going to stop doing journals with pencil and paper. We are going to do our journaling online. Show the students the class blog site. Are there any question? Blog topic: What’s are the differences between journals and blogs? Which one do you like more? Why?

Assessment: Students projects will be assessed using the attached rubric.

Curated Resources: http://www.symbaloo.com/mix/minilessonresources

Extension: Students may use classroom shared drive and access links on copyrights and plagiarism.

Intervention: Students may use paper and pencil to write their blog. Student writers who struggle can be paired with student with stronger writing skills. Students can work on their blog topic with 5th grade volunteers in the afternoon.

Rubric:

References:

What is a Blog? Retrieve from: https://www.youtube.com/watch?v=NjwUHXoi8lM&list=PLvYbPxGmbODWN8K-oBHZhXjEQ2AaTfW0X

Student Bogging. Retrieved from: https://www.youtube.com/watch?v=s_NKmhic0Zo

Ms Cassidys Class Blog. Retrieved from: http://mscassidysclass.edublogs.org

Mr. Miller’s blog Retrieved from: http://mrmillersblog.com

Mini Lesson #2 Ethical Behavior Online

ISTE Standards:

Digital Citizenship Students understanding human, cultural, and societal issues related to technology and practice legal and ethical behavior. Research and information fluency Students apply digital tools to gather, evaluate, and use information. Communication and collaboration Students use digital media and environment to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Digital Information Fluency: Using Information Ethically: How will I Ethically Use the Information?

Principles of Inquiry-Based Learning: #1: Authentic task for learning #4: Assessment for learning #8: Ethical citizenship

Engage, Enhance, Extend Levels:

Using web 2.0 tools such as kidblog will engage students with the topic of copyright and plagiarism. Second grades students are very social and enjoy communicating with each other. The videos used simplify the topic and uses a format that students enjoy. By introducing the students to blogging and using videos they will enjoy will enhance learning.

CCGPS: ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

ELACC2W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Essential Questions: How do we practice ethical behavior online?

Learning Objective: Define and Identify concepts of “copyright” and “plagiarism”

Part 1: Activate Prior Knowledge: Have you ever copied a classmates work without his or her permission?

-Show ! on promethean board. Ask students “what is this”? -With teacher guidance, students locate this symbol in their AR books. -What does this symbol mean? Explain that copyright means a person must ask for permission from the rightful owner (the person who created the music, drew the picture, or wrote the story) before we use their created material.

Show video: The punishable perils of plagiarism - Melissa Huseman D’Annunzio

http://ed.ted.com/lessons/the-punishable-perils-of-plagiarism-melissa-huseman-d-

annunzio#watch

Introduce terms: digital citizenship, ethical use, far use, internet Student examples of ethical behavior at school. Teacher will record student examples on the promethean board.

Show Essential Question (How do we practice ethical behavior online?) on the board. Show examples of images/icons that someone has created.

Discussion over images: What does copyright mean? What does plagiarism mean?

Can we use these images and put our name on them? Can we use these? Give me an example of something that is copyrighted and tell me why. Why is copyright so important. Which is the most important to you? Why?

Show Copyright video: http://pbskids.org/video/?category=Arthur&pid=OldhxSi0jz_O9W_poSYcCjk1fvMBwcc6

Curated Resources: http://www.symbaloo.com/mix/minilessonresources

Lesson activity: Students will log on to the class kidblog.org blog and post their answers, using their own words to the following questions:

-What is copyright? -What is plagiarism? -Why is it important for me to know they mean?

Assessment: Students bwill be assessed Extension: Students may access class shared drive and copy links and images to their blog.

Intervention: Students may write their blog post using paper and pencil. Students may have the teacher, classroom helper, or 5th grade volunteer in the afternoon.

Homework activity: Students will complete the following sheet.

Rubric:

References:

Image of Harry Potter books Retrieved from: http://io9.com/d-id-harry-potter-influence-the-political-views-of-the-1623876038

Image of movie Home Retrieved from: http://www.google.com/imgres?imgurl=http://t3.gstatic.com/images%3Fq%3Dtbn:ANd9GcRchxFT6oXNNkLDZNOkGLcOdu80OIRCx5vyFl6GU-DV-z6LeetR&imgrefurl=http://google.com/search?tbm%3Disch%26q%3DHome&h=275&w=183&tbnid=RzzFJ-8gNflZwM:&zoom=1&tbnh=160&tbnw=106&usg=__uZG217pK2TmKVoyrzT2BR6VJtHo=&docid=TsFE2N-gzf8ZRM&itg=1&client=safari

Image of Justin Bieber Retrieved from: http://www.aceshowbiz.com/news/view/00062866.html

The punishable perils of plagiarism - Melissa Huseman D’Annunzio Retrieved from:

Mini Lesson #3 Georgia’s 5 Regions

ISTE STANDARDS:

Digital Citizenship Students understanding human, cultural, and societal issues related to technology and practice legal and ethical behavior. Research and information fluency Students apply digital tools to gather, evaluate, and use information. Communication and collaboration Students use digital media and environment to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processing using technology. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems and operations.

DIGITAL INFORMATION FLUENCY: What information am I looking for? Where will I find the information? How will I get there? How good is the information? Using Information Ethically: How will I Ethically Use the Information?

PRINCIPLES OF INQUIRY-BASED LEARNING: #1: Authentic task for learning #2: Deeper understanding #4: Assessment for learning #5: Appropriate use of technology

#7: Success for all students #8: Ethical citizenship

Engage, Enhance, Extend Levels: Using web 2.0 tools such as Web Poster Wizard and Voicethread will engage students interest in learning about the state in which they live. Student will benefit from being able to narrate their presentation to a video camera rather than presenting in front of the class.

CCGPS: SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint.

ESSENTIAL QUESTIONS:

How is each of the five regions of Georgia unique? What are the names of Georgia’s seven major rivers? Where can you locate each of the five regions of Georgia on a map? Where can you locate River on a map? (insert the names of the given rivers) Why are so many of Georgia’s cities and towns built near rivers? How does living in region affect the way we live?

Learning Objective:

The student will understand that where people live matters.

Lesson Activity:

Students will pair up to complete project. Each pair of students will be given a a folder location on class share drive. Each folder will contain a digital of the five regions (If a pair needs extra support, links to different websites).

Students will location the following information for each region: 1: Description and pictures. 2: Names and location of major rivers. 3: Names of major cities. 4: Local attractions for visitors. 5: Natural resources/manufactured products. 6: Types of communities (ex. urban, rural, suburban).

Students will use skills taught during mini lessons one and two while locating and citing sources. Students will upload the outline of their region on to the class Web Poster Wizard on poster.4teacher.org site. Students will use Google to search for information on their region.

Student Presentations: Completed posters will be uploaded to Voicethread. Each group member will narrate a portion as the group answers the following questions:

1: What is special about each region? 2: Why does where you live matter? (Talk about land and products). 3: How does where you live affect your life? 4: Why are so many of Georgia’s cities and towns built near rivers?

Assessment: Students will be assessed using the attached rubric.

Extension: Students may choose to work independently. Intervention: Students will work in groups of 3-5 to complete project. Students will be provided link to locate information.

Curated Resources: http://www.symbaloo.com/mix/minilessonresources

Rubric: