Digital Citizenship and Responsibility Unit of Instruction

Grade level: 4th grade Topic: Weather and Digital Citizenship Goal: Students will apply what they know about weather while becoming digital citizens. Learner analysis: Motivated by computer projects Learn by doing Enjoy teaching each other Choice is important, but require a little structure set by a minimum set of requirements, but no maximum Provide guidance with a rubric

Instructional design for the unit: Length of lesson: Six sessions 45 minutes each Stage 1 Desired Results Content Standard(s): S4E4: Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes. a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer). b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions. c. Use observations and records of weather conditions to predict weather patterns throughout the year. d. Differentiate between weather and climate. Nets*s 1: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression d. Identify trends and forecast possibilities Nets*s 2: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. c. Develop cultural understanding and global awareness by engaging with learners of other cultures Nets*s 3: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results

Nets*s 5: Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity Nets*s 6: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively Understanding (s)/goals Students will understand: The difference between weather and climate. How to be a good digital citizen Essential Question(s):
Why is digital citizenship important? How can we apply what we know to create something new?

Student objectives (outcomes): Students will be able to: Apply what they know about weather while becoming digital citizens. Stage 2 Assessment Evidence Other Evidence: Discussions: in class and online (informal assessment) Class Blog (informal assessment)

Performance Task(s): Weather PowerPoint with rubric (Summative assessment)

Stage 3 Learning Plan Learning Activities: Click the URL below to see the unit as it appears online. At the bottom of each page there will be an icon that says Next. This takes you to the next page of the module. Use the Next icon to navigate your way through the unit. https://dps.instructure.com/courses/175085

Day 1: Introduce Digital Citizenship and Blogging

Tell the students that in order to be a good digital citizen, you have to know how to stay safe on the internet and be respectful of others using the internet. Over the next few days, you will be learning about blogs, internet safety, netiquette, and copyrights. Explain to the students that a blog is a site in which you can write an online journal or talk to people online. Blogging with someone is like having an online pen pal. This is someone you write to and then they write you back. Blogging can connect you to people from all over the world! As a class, watch this video about blogging. BrainPop Blog

http://www.brainpop.com/english/writing/blogs/ Have a class discussion: What is a blog? How can blogging connect you to people across the world? Provide students with a link to the classs blog, located on KidBlog. Then, give them these instructions: 1. Once on the site, go to the upper right side of the screen and click login. 2. Click on your name. 3. Type in your password.

Day 2: Online Security and Safety

Tell the class that going on the Internet is like going out on Halloween! Everyones face is hidden. Unless you know your friends costume (online name), you dont know if youre talking to your friend or someone you dont know. Any stranger can pretend to be a friend and you have no way of knowing who they are because they are behind the mask of the computer. As a class, watch this BrainPop video about online safety. http://www.brainpop.com/technology/computersandinternet/onlinesafety/preview.weml Pass out the Online Safety Rules sheet and go over the rules. Have the students work in small groups to figure out what we should do to stay safe in certain situations online by looking at different scenarios. Cut the Scenarios sheet into strips and pass out a different scenario to each group.

Day 3: Online Security and Safety Continued

As a class, watch this BrainPop video about Information Privacy: http://www.brainpop.com/technology/computersandinternet/informationprivacy/preview.weml Either as a class, or individually, play the following internet safety games: http://www.kidscomjr.com/games/safety/safety.html http://www.att.com/Common/images/safety/game.html As a class, go to the following URL and take the internet safety quiz. http://www.safekids.com/quiz/

Day 4:Netiquette and Weather vs. Climate Discussion As a class, watch this BrainPop video about Digital Etiquette:
http://www.brainpop.com/technology/computersandinternet/digitaletiquette/ Have a class discussion about the following: What is digital etiquette? Why is it important? How is digital etiquette similar to using your manners when having a conversation face-to-face with someone?

As a class, visit the site linked below and read a short article about the difference between weather
and climate. http://scijinks.jpl.nasa.gov/weather-v-climate Have your class post to their blog about the following discussion topic: Determine which

statement is describing the climate and which is describing the weather in Atlanta, GA. 1. The city of Atlanta, Georgia usually has hot and humid summers. 2. Today, in Atlanta, Georgia it is a cool 68 degrees and partly cloudy. Tell the students: After posting your answer, use what you've learned about netiquette to respond to at least two of your classmates' posts. Let them know if you agree or disagree with their answer and why.

Day 5:Blogging and Copyright

Tell students now that theyve learned about internet safety and netiquette. Now, it's time to put what theyve learned to good use. A class in another country wants to blog with us! They are curious about both our weather and climate. Tell them to go to the classs blog and do the following: 1. Post what our weather is like today, as well as our typical climate. 2. Ask questions you have about the other class's weather and climate in their country. Be sure to check back for their responses! Explain to students that it is important to give whoever created something the credit they deserve.

Watch these videos about copyright by clicking on the links below.

http://www.brainpop.com/english/writing/copyright/preview.weml

http://youtu.be/CJn_jC4FNDo With a partner, have students share what theyve learned about copyright and why its important. Day 6: Begin PowerPoint Assessment
Tell the students they are to create a PowerPoint presentation to show what they have learned about both digital citizenship and weather. Pass out the PowerPoint Presentation directions sheet along with the rubric and explain the summative project to the class. Students can begin working on the assessment.

Web repository to organize and present the unit: https://dps.instructure.com/courses/175085

Instructional materials for the unit:

Online Safety Rules:

Rule 1- Never give out your personal information, such as full name or address. Rule 2- Be extra careful about strangers (people can hide who they really are). Rule 3- Tell somebody if anyone makes you feel bad or uncomfortable. Rule 4- Protect your passwords.

Rule 5- Be nice and respectful.

Online Safety Rules:

Rule 1- Never give out your personal information, such as full name or address. Rule 2- Be extra careful about strangers (people can hide who they really are). Rule 3- Tell somebody if anyone makes you feel bad or uncomfortable. Rule 4- Protect your passwords.

Rule 5- Be nice and respectful.

Safety Scenarios for Discussion

Cindy has been talking online to a girl named Julie for a few days now. Julie has told Cindy where she lives, how old she is, where she goes to school, and what she looks like. Julie asks Cindy what school she goes to. Is it okay for Cindy to tell her? (What else shouldnt Cindy tell Julie?) Michael is online talking to his friend from school, Chris. They are working on their homework together and studying for a test. Chris says they should meet before class to review for the test. Is this okay? (Should Michael also ask a parent just to make sure?) Jennifer is talking to a friend online when she gets a message saying there is trouble with her computer and she needs to type in her online password again. Should she do it? (What should she do?) Jake is talking to a friend online who he met on the Internet. The friend offers to help him finish his homework and asks for Jakes phone number. Is it okay for Jake to give it to him, since it has to do with homework? (What should Jake do?) Allison met Linda on the Internet and has been talking to Linda online for several months. Linda says she is the same age as Allison and lives nearby. Linda wants to meet Allison in the mall to go shopping. Should Allison go meet her? (What should she do?) Jeff got an e-mail from someone he doesnt know, with a file attached. Should he open it? (What should he do?)

PowerPoint Presentation
Name: _______________________ Date: _________________ Project due date: ________________ Directions: You are to create a PowerPoint presentation to show what you have learned about both digital citizenship and weather.

These sites have pictures and clip art you can choose from to find weather instruments:

Web site FreeDigitalPhotos.net

How to give credit: Include: FreeDigitalPhotos.net and the name of the image creator next to the picture Include: Clip art licensed from the Clip Art Gallery on DiscoverySchool.com Include: Jeff Bucchino, "The Wizard of Draws", http://www.cartoonclipart.com

DiscoverySchool.com

www.cartoonclipart.com

This is a list of search engines you can use to look up information on the web:
Ask.com Quintura KidRex

Look at the rubric below to see what you are supposed to include in order to earn a 100!
S4E4.a Pictures of all five weather instruments. Include a definition telling what each measures. 5 pts A picture of a weather map with fronts, temperature, and precipitation are discussed. 5 pts Your data chart is included with a bulleted list of weather patterns ,including: temperature, precipitation, cloud coverage, and the type of front 5 pts A link to the blog is included and a description of your blogging buddy's weather and climate are discussed. 5 pts All the pictures used are given copyright credit. 5 pts Two screenshots showing proper etiquette and security. 5 pts At least three pictures and definitions are included. 3 pts One of the map's features is not discussed. 3 pts Less than three pictures and definitions are included. 1 pts Two or three of the map features are not discussed. 1 pts

PowerPoint Presentation Unit

__ pts

S4E4.b

__ pts

S4E4.c

One of the weather patterns is not mentioned. 3 pts

Two or more weather patterns are not discussed. 1 pts

__ pts

S4E4.d

The link is left off or the discussion is lacking details or accuracy. 3 pts

The link is left off and the discussion is lacking details or accuracy. 0 pts None of the pictures used are given copyright credit. 0 pts No screenshots showing proper etiquette and security. 0 pts

__ pts

Digital Citizenship: Responsibility

Some of the pictures used are given copyright credit. 3 pts One screenshot showing proper etiquette and security. 3 pts

__ pts

Digital Citizenship: Etiquette and security

__ pts

___ /30 Points Total

Assessment Data:

Student
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z AA BB CC

Weather PowerPoint Points Possible: 30

28 30 24 22 30 24 16 28 15 30 24 25 30 26 20 30 28 19 20 30 30 30 28 6 0 24 26 26 30

Utilize the assessment data to reflect on the collaborative process, student learning as a result of the instruction, and suggestions for revision. 78% of the students earned a grade of 80 or higher on the summative PowerPoint assessment. Overall, students showed an understanding of the topics covered in the unit. Students had points marked off, not because they misunderstood something, but as a result of not including certain aspects of the rubric, such as a screenshot or discussion of their data chart. These students needed to look over the rubric before submitting their assignment. Overall, students knew how to apply these necessary pieces to their PowerPoint, they just forgot to do so. They were told to go back and fix their presentations after this data was collected. This shows growth in the knowledge of the areas assessed by the rubric, but perhaps more time needs to be spent teaching students how to review what is required by reviewing the rubric multiple times.

Overall, the collaboration process went smoothly. My colleague was ecstatic to have help developing such a unit, since her students all had laptops. She knew Digital Citizenship was important to cover, but did not know how to go about covering the topic with her class. She and I were lucky enough to be able to take a half day to plan an outline and collect resources for the unit. I then developed a course within Canvas which included all the aspects we discussed. When developing the unit, we were sure to keep in mind how my colleagues students learned best. We included discussions to go along with the videos, interactive games to play, hands-on learning experiences, and a chance for students to teach each other what theyd learned with the presentation format summative assessment. The variety of activities throughout the unit kept her class engaged. They were so excited to be learning about a topic that they had never heard of before. Revisions for next time include spending more time covering and reviewing the rubric. The rubric was a great way for students to be aware of what was expected of them, but from the data results, some of the students did not have a strong understanding of how important it was to either use the rubric as a guide or they did not review it before submitting their project.