Assignment #4

Stage 3 - Understanding by Design

Dottie Barrow

Dr. Downs

July 13, 2009

1
 Unacceptable Acceptable Target Your
Score
(1 Points) (2 Points) (3 Points)
1 Identifies strategies that Ensures that learners Shows superior ability to design
. are intended to HOOK understand WHERE the instruction and select media so
learners in the beginning unit is headed and WHY; that learners understand /3
and HOLD their design of instruction WHERE the unit is headed and
attention. HOOKS learners in the WHY. Applies principles of
beginning and HOLDS educational psychology,
their attention. communications theory, and
visual literacy to selection of
media so that the design of
instruction HOOKS and
HOLDS learners’attention.
2 Fails to provide a pretest Develops a pretest but the Develops diagnostic
. for learners. instrument does not assessments to check for all
/3
include all prerequisite prerequisite skills and
skills. knowledge.
3 Instructional strategies There is evidence of a Matches all essential questions,
. fail to match the correlation between some understandings, skills, and
standards, of the understandings, knowledge with a matching
understandings, essential essential questions, skill instructional strategy. This is
questions, knowledge, or and knowledge and the clearly demonstrated in the
skills of the unit. instructional strategies assignment.
Fails to provide Provides opportunities for Provides numerous
/3
opportunities for students students to RETHINK big opportunities for students to
to RETHINK ideas, ideas, REFLECT on RETHINK big ideas,
REFLECT progress, and REVISE REFLECT on progress, and to
and to REVISE work. their work. REVISE work.
4 Instruction has one global Utilizes Gardner’s strategy Utilizes Gardner’s strategy to
. starting point for all to provide different “Entry provide different “Entry Points”
learners. Points.” to meet the needs of all types of /3
intelligences. This is clearly
identified in the assignment.
5 Provides one version of Provides different version Provides different versions of
. each activity. (Counts of each activity. (Counts each activity at different
twice) twice) degrees of difficulty. (Counts /6
twice)
6 Selects or describes media Shows adequate ability to Shows superior ability to match
. for unit. (Counts twice) match media to produce appropriate media to learners’
effective learning needs to produce effective, /6
environments using differentiated learning
technology resources. environments using technology
resources. This is evidenced by
identifying title and producer of
commercially produced media
or by supplying the title and
URL for internet resources.
Your Total Score /24
2
Rating Scale:
Score Rating
16 or < Unacceptable
17-20 Acceptable
21-24 Target

3
 Title of Unit Ethical Behavior in Grade Level 6
Research/Sharing
Information -
Spanish Speaking
Countries

Essential Questions

Overarching Questions: Topical Questions:

• Why is it important to use information • How can you use technology to
ethically? responsibly and ethically
• What are some ways that show ethical communicate information?
use of technology? • Who owns information and ideas
• How is technology affecting the and how can you share this
learning process? information fairly?
• How does technology affect our daily • How are the rights of an individual
lives? who has created an original work
protected?
• How does sharing information help
• How will learning about Spanish others to learn?
cultures help me to be more • How do you work with a partner
understanding toward Hispanic people? who does not think like you think?
• What influence do Spanish cultures • What are some advantages of social
have on the United States? networking sites like blogs, wikis
and facebook? Are they safe?
• What are some ways that you use
technology to communicate with
your friends? At school?

• How does studying the cultures of

Spanish speaking countries help
your ability to communicate?
• What cultural influences would
make a country an exciting and
interesting place to visit?

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 Stage 3

W Where are your students headed?

• The teacher will introduce the unit by explaining to the students
the big ideas. We will be learning about some ways that you can
responsibly and ethically use technology to display knowledge
and share information. This could be done in any subject, but for
this unit we will focus on Spanish speaking countries. We will
learn how to use Microsoft PowerPoint and Publisher to share
information, how to cite all sources including text, images,
audio, and video, how to work productively with others, and how
fair use applies to multimedia presentations.

Why?
• Using technology to communicate and share information is a
part of every day life and understanding that it is necessary to
give credit to the original author of a work is important. This is
a great way to contribute to the learning community.

What is required of them?

• Students will be responsible for two authentic performance tasks
during this unit. One will be a PowerPoint that they will create
and present with the purpose of informing their classmates about
the culture of Spanish speaking countries (each group will have a
different country) and gaining an understanding of ethical use of
technology. Another will be a travel brochure with the purpose
of advertising their country and continuing to build their
understanding of how to use and share information ethically and
responsibly. All sources used will be cited correctly. Students
will show their understanding of ethical use of technology and
fair use through these projects.
• The learner survey will serve as a pre-test on students’
familiarity with the technology tools that will be used to
complete the project and their understanding of “ethical
behavior” in regard to information and information technology.
• Students will be tested on the new concepts that will be taught
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 on the ethical use of information and technology at the end of the
first week.
• Students will complete a KWL chart at the beginning of the unit.
K – Identifies what they know or think they know. This helps the
teacher by letting her know where the students are in the learning
process and also reveals some possible misconceptions.
W – Identifies what the students want to learn about the topic.
This is helpful to know what their interests are.
L – The key learning is recorded as the unit unfolds.

How will the students be hooked and held in this unit?

H One way to pique intellectual interest is with instant immersion in
questions and challenges.

Begin with the essential questions that most all middle school students
have an interest in –What are some ways that you use technology to
communicate with your friends? In school? Next ask the essential
question - What does it mean to use technology ethically?

At the beginning of the unit, students will be shown a PowerPoint of a

Spanish speaking country. The PowerPoint will include vivid images
showing the culture and places of interest in the country. It will include
some video and other advanced features to catch their interest. The
students will be creating a PowerPoint with their partner and will be
engaged in learning some advanced features that most of the students
have not used before. This will help hold the learner’s attention.
Because the learners were all high on Gardner’s scale in interpersonal
learning styles, working with a partner will be helpful to hold the
student’s interest in this unit.

Reflect - The class will be given the opportunity to add any new
information to the KWL chart.

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 What activities, instruction, and guidance will be provided to
E enable and equip students to explore and experience the
important ideas in this unit?

The following learning activities and guided instructions will equip

students for their Performance Tasks.

1. Students will complete a Learner Survey (attached) to determine pre-

requisite knowledge on the use of the technology, research, and ethical
use of technology.

2. Students will create a two slide PowerPoint on their choice of topic

with an image and text on one side and the second slide as a “works
cited” slide. They will be asked to use their prior knowledge to create
the two slide PowerPoint. This will be used as a pretest for checking on
the understanding of the use of the technology and the student’s
understanding of citing sources.

The teacher will check for understanding and skills for this task.
Students who are proficient in the skills needed will be seated next to
students who might need help as they progress through the lesson. As
students go through the steps to gain more experience with the tools that
will be used and understand ethical use of technology, they will be given
opportunities to Revise, Rethink and Reflect on the learning.

3. Next, the teacher will show students how to use an online citation
tool. A PowerPoint will be used to give step by step instructions on the
use of the new tool.

Landmarks Citation Machine - http://citationmachine.net/

Students will be given the opportunity to go back to their two slide

PowerPoint to create a proper citation using the online citation tool if
they did not already know how to do this.

Optional Version – Students may get help from their neighbor as they
practice using the citation tool.

4. The teacher will demonstrate how to insert images in a PowerPoint

and instruct the students on how to cite the images.

Students will be given the opportunity to go back to their two slide

PowerPoint and practice inserting an image.

Optional Version - Students may get help from their neighbor as they
practice inserting images.

5. The teacher will demonstrate how to insert a hyperlink in a

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PowerPoint. Instructions will be in the PowerPoint lecture.

Students will be given the opportunity to go back to their two slide

PowerPoint and practice inserting a hyperlink.

Optional Version - Students may get help from their neighbor as they
practice inserting a hyperlink.

6. Students will view directions on inserting video and sound to a

PowerPoint.

Microsoft Student Experience - http://www.microsoft.com/student/en-

US/Content.aspx?cID=268

View video on inserting video – Importing and Arranging Media in a

PowerPoint Presentation

http://video.about.com/presentationsoft/Importing-Media-in-
PowerPoint.htm

View video on inserting audio – Add Sound to PowerPoint

http://video.about.com/presentationsoft/Add-Sound-to-PowerPoint-
Slide.htm

Students will then be given the opportunity to go back to their practice

PowerPoint to insert video or sound to their PowerPoint.

Optional Version - Students may get help from their neighbor as they
practice inserting video or sound in their PowerPoint.

7. Students will view a wiki created by the teacher explaining fair use in
multimedia presentations. Student will take notes on teacher emphasized
important points from the wiki.

http://copyrightformultimedia.pbworks.com/FrontPage

8. The teacher will ask for student input on the definition of copyright,
plagiarism, fair use, works cited, and public domain. These definitions
will be written on the board for students to take notes.

Optional Activity – Assign students to groups and give them time after
the lesson to compare notes, discuss what they have learned, and make
sure that they have recorded all the key information.

A quiz will be given at the end of the first week covering these terms
and an understanding of fair use.

9. Students will be given instructions on the use of Publisher that they

will be able to use as a guide for the Travel Brochure.

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 10. Reflect - Continue to complete the KWL chart to determine what
has been learned and what the students want to know more about.

What activities, products and performances will be designed

R to provide students with the opportunity to reflect, rethink,
and revise?
• Students will be responsible for two authentic performance tasks
during this unit. One will be a PowerPoint that they will create
and present with the purpose of informing their classmates about
the culture of Spanish speaking countries (each group will have a
different country) and gaining an understanding of ethical use of
technology. Students will be given a rubric and instructions on
the requirements for the performance task. Students will be able
to ask questions and will receive teacher feedback as they create
their PowerPoints and given opportunities to revise their work.
They will have a variety of options as they create their
PowerPoint that will be at varying degrees of difficulty. They
may choose to use music that is part of the program or import
music from a different location. They may link to a video or
import video. Each requirement has options at a variety of levels
of difficulty.
• Students will be given time to explore recommended and other
websites to gather information for their projects.

Optional Activity – Give students a blank storyboard to use to

organize their PowerPoint before they begin to create it.
Optional Activity (easy) – Prompts will be used by the teacher to
help students with key words to use in their research. A listing of
ideas will be written on the board for all to use.

A Few Recommended Websites:

CIA World Fact Book - https://www.cia.gov/library/publications/the-

world-factbook/docs/profileguide.html

Hispanic Heritage in the Americas

-http://www.school.eb.com/hispanic_heritage/browse?browseId=251024

Lonely Planet South America - http://www.lonelyplanet.com/south-

america

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Latin World - http://www.latinworld.com/

Optional Activity (before starting the PowerPoint) - Students will

conduct research and gather information to compare some aspects of
their country to the United States. They will create a chart to compare
total area, land area, water area, land boundaries, coastline and
population of their country to the United States. This activity will give
the students a comparison to something that they are familiar with.
Students may then use this information as a slide in their PowerPoint.

• Teacher led discussions using hypothetical situations with open

ended questions will be used throughout the unit to assess
student’s understandings of the concept of ethical use and
sharing of information in real life situations. As real situations
arise during the unit, the teacher will use those issues to discuss
with the class. These discussions will be used to provide
feedback to the student and the teacher and they will not be
graded. Students will be given opportunities to Revise their work
if they need to as a result of these discussions.
Optional Activity – Assign the students to groups and give the
groups open ended questions to discuss and come up with a possible
answer. Then let the groups share their answers.
Optional Activity – Students will be assigned to groups. They will
act out the scenarios listed below, and others as they arise, with each
group taking opposite sides.

1. John can’t remember how to cite an image so he chooses to use

only clip art for his PowerPoint presentation on Spanish
speaking countries. Is this a good choice? Why or why not?
What other options does he have?

2. Anna gathered information from a blog written by students in

Peru that she wants to include in her PowerPoint? If she cites the
information properly, is this an appropriate source to use for this
project? Explain?

3. Ask the essential question - What are some advantages of social

networking sites like blogs, wikis and facebook? Are they safe?
Would you consider using facebook to communicate with your
partner on this project?

4. Juan is from Argentina and he chooses Argentina as his country

to research and create a PowerPoint. He already knows most of
the required content information for the project, so he does not
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 cite the factual information that he can recall from his memory.
Is this ethical behavior in regards to information? Explain?

5. Ask the essential question - Who owns information and ideas

and how can you share this information fairly?

• Students will share their PowerPoints with the class. Ask the
essential question - How does sharing information help others
to learn?

• Another Performance Task will be a travel brochure with the

purpose of advertising their country and continuing to build their
understanding of how to use and share information ethically and
responsibly. All sources used will be cited correctly. Students
will show their understanding of ethical use of technology and
fair use through these projects.
• Students will be given a rubric and instruction on the
requirements for the performance task. Students will be able to
ask questions and will receive teacher feedback as they create
their brochures. They will be given opportunities to revise their
brochures. Students will have options of varying degrees of
difficulty as they create their brochure. For example, they may
choose to create their own pictures or insert pictures.

Optional Version – Seat students who might need extra help with
this activity by a strong student. Still require each student to create
their own brochure, but allow the students to help one another as
needed.

What self-assessments and self-evaluations will students

E participate in to allow for reflection and transfer of learning?

• Students will be required to reflect on their PowerPoint

Performance Task. Part of the scoring rubric requires students to
address this topic - At the end of the presentation, student is able
to clearly reflect and share how this project has or has not given
them a better understanding of what ethical use of information
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 and technology means.

• Students will answer the following questions on the PowerPoint

Performance Task –

1. Did your cultural background affect your view of other cultures?

If so, how?
2. Were you able to openly listen to your partner’s views? How did
you work out your differences if there were any?
3. What would you do differently the next time you are required to
do a multimedia presentation?
4. What would you do the same the next time you are required to
do a multimedia presentation?

• Students will answer the following questions on the Travel

Brochure Performance Task –

1. How has this assignment influenced your understanding of

ethical use of technology?
2. Was it difficult for you to include points of interest in your
brochure that you were not necessarily interested in? Why or
why not?
3. Do you feel like you fairly gave credit to the original authors of
the works you used? How?

T How will instruction and activities be tailored to provide for

the various learning needs, styles, knowledge and interests of
students?

Students will complete a Learner Survey and Gardner’s Multiple

Intelligence Test in order for the teacher to tailor instructions to meet the
learning needs, styles, knowledge and interests of the students.
Material will be presented orally, in writing and visually to meet the
learning styles of a variety of learners.
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 Gardner’s Multiple Intelligence Test will be administered and
used to help tailor activities for various learning styles. The results
for the target learners showed that interpersonal learning styles,
bodily kinesthetic and visual spatial were the most popular learning
style preferences. Activities that allow the learners to work with
partners (as will be done with the PowerPoint Performance Task) or
in a group would work well with a learner who prefers
interpersonal learning styles. Learners who prefer bodily
kinesthetic style learning will be given opportunity to act out real
life scenarios with each group taking opposite sides. Learners who
prefer spatial visual style learning would benefit from using a
storyboard to organize each slide for the PowerPoint. They will also
be given the option to draw diagrams and illustrations on the Travel
Brochure. Students with musical intelligence preference will be
given the option to include music in their PowerPoint. Linguistic
intelligence preference will be used during the PowerPoint
presentations. It will also be used as students create their travel
brochures and PowerPoints. Logical/Mathematical intelligence
preference will be used when students create a chart to compare total
area, land area, water area, land boundaries, coastline and population
of their country to the United States.

Gardner’s Multiple Intelligences (Entry Points) and

Activities

A Narrational Entry Point – As the teacher presents the sample

PowerPoint, the first time through it will be presented as a story with
factual and entertaining information about their country. Show how the
creator of the PowerPoint used images, video and audio related to the
text.

A Logical-Quantitative Entry Point – Students will compare some

aspects of their country to the United States. They will create a chart to
compare total area, land area, water area, land boundaries, coastline and
population of their country to the United States.

A Foundational Entry Point – The teacher will ask for student input
on the definition of copyright, plagiarism, fair use, works cited, and
public domain. These definitions will be written on the board for
students to take notes. Students will view a wiki created by the teacher
explaining fair use in multimedia presentations. Student will take notes
on teacher emphasized important points from the wiki.

An Aesthetic Entry Point – As the teacher presents the sample

PowerPoint, the focus will be on images and video which makes the
information about the country come to life.

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 An Experiential Entry Point - Students will create a PowerPoint that
they will present with the purpose of informing their classmates about
the culture of Spanish speaking countries (each group will have a
different country) and gaining an understanding of ethical use of
technology. Students will also create a travel brochure with the purpose
of advertising their country and continuing to build their understanding
of how to use and share information ethically and responsibly.

How will learning experiences be

O organized/sequenced to provide for greatest
acquisition/understanding

Pre-assessments:
• Students will be assessed prior to the start of the unit using a
Learner Survey to determine their prior knowledge and
understanding of ethical use of technology and their skills
with the technology that will be used.
• Students will be asked to create a two slide PowerPoint that
will serve as a pre-test.
• Complete a KWL chart to determine what students know and
want to know bout ethical use of technology.
Hook:
• Students will be asked some essential questions relating to
the topic.
• Students will view a PowerPoint of a Spanish speaking
country that will serve as an example of a Performance Task
that will be required of them.

Explain – Demonstrate an understanding of the vocabulary and the

concept of ethical use of information and technology through a quiz.

Interpretation – Demonstrates an understanding of ethical use of

technology by interpreting real life scenarios that involve situations
of ethical or unethical use that the student must analyze and apply
what they have learned.

Application – Demonstrates understanding by using the technology

(PowerPoint and Publisher) to create a product and apply what they
have learned.
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 Perspective - Students work cooperatively with their partner. They
are able to clearly communicate and listen to different points of
view. Students show understanding that it is reasonable to give
credit to works created by someone other than themselves.

Empathy - Students are able to communicate an unbiased view of

cultures of Spanish speaking countries. They show “understanding”
toward their partner’s viewpoints. Students are sensitive to the
culturally diverse students in the class.

Self-Knowledge - Students are able to clearly reflect and share how

these projects have or have not given them a better understanding of
what ethical use of information and technology means.

Review your UBD textbook, the attached rubric, and

student examples for complete content in Stage #3.

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Name_________________________

Learner Survey
Circle your answers.

1. What is your gender?

Male Female

2. What is your race?

African-American Caucasian Asian Hispanic Other

3. What is your age?

10 11 12 13

4. What is your favorite subject?

Math Literature Science History Spanish

5. Do you like computers?

Yes No

6. How do you prefer to learn?

In groups With a teacher Alone

7. Do you know how to research using print and non-print sources?

Yes Some No

7. Do you know what fair use means?

Yes No

8. Have you ever created a PowerPoint?

Yes No

9. Have you ever created a brochure using Publisher?

Yes No

10. Do you know how to properly site using MLA format resources used for a project?

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Yes No

Title of Your Project

--------------------------------------- ---------------------------------------
--------------------------------------- ---------------------------------------
--------------------------------------- ---------------------------------------
- -

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Name__________________________________

Quiz #1 – Ethical Use of Information and Information Technology

Please circle the correct answer.

1. An alphabetical list of references to works referred to for an assignment.

a. Dictionary b. Bibliography c. GALILEO d. Encyclopedia

2. An online technology tool used to create a proper citation for an assignment.

a. Computer b. Online Citation Tool c. Database d. PowerPoint

3. A legal principle that outlines certain limitations of copyrighted works.

a. fair use b. copyright law c. MLA citation d. Bibliography

4. In multimedia presentations, what is the fair use time limitation for copyrighted music?

a. one song b.30 seconds from each song c. no limits as long as you cite it

5. In multimedia presentations, what is the fair limitation on photos?

a. no limit b. no more that 5 photos from a single artist c. no more that 10 photos

6. Legal protection of original works.

a. fair use b. copyright c. ethical use d. MLA format

7. Use of the thoughts and language of another author as your own.

a. copyright b. plagiarism c. fair use d. research

8. Intellectual property that is not owned or controlled by anyone.

a. public domain b. copyright law c. resources d. data base

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Name ______________________________

Quiz #2 Ethical Use of Information and Information Technology

Answer the following questions in 3 – 4 sentences.

1. John uses the Google Images search engine to look for pictures to put in his PowerPoint. He
creates a “Works Cited slide and lists www.googleimages.com as the URL for his images. Has he
created a proper citation? Why or why not?

2. Sarah created a PowerPoint on Spain and found some great Mariachi music that was 4 minutes
long. She used the entire song and cited it properly on her “works cited” slide. Has she complied
with fair use guidelines involving multimedia? Why or why not?

3. Landon added a link to a You Tube video in his PowerPoint. He did not cite the video on his
“works cited” slide because it is just a link. Has he violated a copyright law? Why or why not?

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