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=Standards= toc **From our Shelton Intermediate School Information & Technology Literacy Curriculum (Adopted: 2009-2010)**
 * demonstrate the ability to pick out keywords embedded in a question or assignment (CT Standard 1; AASL 1.1.3)
 * demonstrate the ability to recognize that the assignment requires factual information from at least three sources (CT Standard 1; AASL 1.1.2)
 * demonstrate responsible and ethical use and care of print and non-print information resources, computers, other technologies and networks (CT Standard 6; AASL 3.1.6)
 * determine which information sources are most/least important and most/least appropriate (CT Standard 2; AASL 1.1.4)
 * use search tools in electronic sources to find useful information (CT Standard 3; AASL 1.1.8)
 * skim to find appropriate material on a web site (CT Standard 3; AASL 1.1.5)
 * use various navigation tools on a web site (CT Standard 3; AASL 1.1.8)
 * navigate a web site (CT Standard 4; AASL 1.1.4)
 * list key points from non-print or print sources related to a specific question or topic (CT Standard 4; AASL 1.1.6)
 * summarize concisely (CT Standard 4; AASL 2.1.3))
 * copy and paste from an electronic source and to correctly cite the source (CT Standard 4; AASL 3.1.6))
 * download clipart (CT Standard 4; AASL 2.1.6)
 * properly cite information from any format of information source (CT Standard 4; AASL 3.1.6)
 * combine information for a range of print and electronic sources and from their own notes (CT Standard 5; AASL 2.1.2)
 * arrange and rearrange information using multimedia presentation software to arrange information (CT Standard 5; AASL 3.1.3)
 * evaluate multimedia presentations for both content and format (CT Standard 7; AASL 3.1.1)
 * apply established citation standards for giving credit for information or ideas used (CT Standard 6; AASL 3.1.6)
 * rate his/her projects based on a set of criteria set for them by teachers and that they set for themselves (CT Standard 7; AASL 3.1.4)
 * reflect on his/her level of personal time and effort spent during work on the assignment (CT Standard 7; AASL 3.1.1)
 * collaborate with others to broaden and deepen understanding (AASL 1.1.9)

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=**Lesson Background**=

1. This lesson is planned to extend over 10 - 12 class periods that are each 50 minutes in length. 2. Students will have 4 - 5 days for research and answering of their identified questions as well as creating the slides for their part of the presentation. 3. Students will have 3 - 4 days to compile information and finalize the presentation and poster. 4. The last 2 days of the project are set aside for presentations.

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=Lesson Guidelines=

1. Students are assigned to groups of three or four depending on class size. Groups can be created to best meet the differentiated learning needs of students, putting high and low learners together or matching abilities. Review collaborative group skills and working expectations with students. 2. Students will be completing this assignment as individuals with a team goal in mind. Each student is responsible for completing a portion of the assignment. 3. Students should be familiar with the Big Six Steps:

**Please use Graphic Organizers provided for each step as needed, accessible below from the links provided.** 4. This lesson will prompt students to analyze information about different topics and determine what information is valuable to them as an individual as well as what a parent might feel is important. They must create an argument that defends their position that the Internet should not be banned as well as reasons why not. During this project students receive minimal guidance to help them create the end product.
 * Task Definition
 * Information Seeking
 * Locating and Accessing
 * Use of Information
 * Organizing and Communicating
 * Evaluation

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=Differentiation=

**Higher level students** 1. Allow students to brainstorm other possible areas of internet use that might need to be discussed, such as copyright. Have them identify items that they think other students should know about in these different areas. 2. Have students produce a commercial that will be aired on the WSIS morning announcements about correct Internet use. 3. Have students review the District AUP. Do they think anything is missing? What could be changed? Have them create a new policy just for our school.


 * Lower level students:**

1. Identify the particular website from which each question can be answered, so that they have less material navigate and evaluate. 2. Reduce the number of questions that each student must answer. 3. Have the student create one slide depicting the information about their topic. 4. Have two students pair up and complete one role, working together to accomplish the requirements for that role.

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= = =Products=

As the final product for this activity students must complete the following:
 * A multimedia presentation using VoiceThread depicting information the group deemed important about the various subjects of Web Surfing, Chat, Netiquette, and Spam.


 * A Class presentation using a Glog poster as an audio visual aid where they defend their position and present their Top 10 Rules for Internet Safety.


 * Bibliography using an the online citation generator NoodleBib in proper MLA format.

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= = =Student Process= ** (Teacher additions are in red) ** __Day 1__

1. As a class review the following roles. (Teachers should identify group members prior to starting this webquest) Then have group members determine which role each member of the team will play.

2. Students must record their assignments on the [|Role Sheet]. (Hand out a role sheet to each group before starting and briefly explain that it will be used as a contract between each student and other members of his/her group as well as between the students and the teacher.) This sheet must be submitted to the teacher after completion.

3. Student groups look over the rubrics (see Evaluation page) to make sure they understand exactly what is expected of them. (If students have never had experience using a rubric it might be beneficial to explain how they are set up. An alternative assessment format, [|Performance Task Assessment for Web 2.0], is provided should it be desirable for student self-assessment.)

__Day 2__ 4. Review the SIS Research Wiki with students. Have each group examine the resources available for one step of the Big6 and identify the graphic organizer they believe will be MOST useful for this project. Have each group share their analysis with the class and explain their choices. Students must also be encouraged to think about the Big 6 steps that need to be used as information problems are encountered during their ongoing work on the project.

Individual students must review the role s/he has been assigned and review what is expected for that role. Students must be reminded to make sure and review the questions related to their topic. (Teachers may allow students to create a word processing document where they will paste the questions and then type their answers or they may provide a worksheet that outlines the questions so students can hand write the answers they find. Students should be encouraged to generate additional questions that, when answered, can strengthen their arguments. Under the Big 6 breakdown, the Task has been defined for the students and resources have been provided for the initial stage of Information Seeking and Locating and Accessing.) 5. Students must use the resources provided in her/his area to answer specific questions about safe use of the Internet. Students will use [|NoodleBib] to create their citations list for their bibliography with proper MLA formatting. ( Locating and Accessing and Use of Information .) __Days 3 - 6__

Hands-on research days. (Use of Information)

__Days 7 - 10__ 6. After all their questions have been answered, groups must discuss what is needed to create the Multimedia presentation. They need to remember they can make PowerPoint slides, but the final presentation must result in a VoiceThread being produced. (Organizing and Communicating)

7. Each member of the group must create at least three slides pertaining to their area of expertise. (Organizing and Communicating) The group needs to make sure their presentation is uniform, same background, font, types of graphics, etc. ([|Media Storyboard]). All members must record the audio for their area of expertise in the VoiceThread.

8. As a group compile they must list the Top 10 ways to stay safe on the Internet. (Organizing and Communicating)

9. Recommend the groups split into two groups of two. One group needs to create a Glog poster showcasing their Top 10 list and the other group needs to compile slides for one presentation. Groups must make sure to follow the rubrics so they include all that is required. (Organizing and Communicating and Evaluation)

10. Groups must make sure everything is ready for their presentation. They should quiz each other to ensure they can answer questions about their topic. Each group member must complete the Group Evaluation rubric and turn it in to the teacher.

__Days 11 - 12__ 11. Students must present their findings to the class and teacher. (During the presentation it would be beneficial to try and have adult volunteers come into the class to act like the PTO committee. You could even prep the adults with certain questions they should ask. If no adults are available the students who are not presenting should try to think of questions that an adult might have in regards to the Internet (Organizing and Communicating.)

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=Lesson Materials=
 * networked computers for every student
 * Microsoft Office software
 * Internet connection
 * projection screen
 * digital projector
 * speakers (1 set)
 * networked printer
 * headsets with microphones (10)
 * ed.voicethread accounts for students
 * mini lesson on creating voicethreads
 * glogster accounts for each student group
 * mini lesson on creating glog posters
 * wiki accounts for every student to "park" voicethreads and glog posters
 * NoodleBib accounts for every student
 * NoodleBib mini lesson for online citation generation

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=Tutorials=
 * ed.VoiceThread - overview by Steve Muth, co-founder of VoiceThread
 * [|ed.VoiceThread - for getting students / classes setup under SIS school subscription] (screenshots)
 * [|ed.VoiceThread - student instructions] (screenshots)
 * ed.VoiceThread - sharing options instructions (screencast)


 * Glogster - registr ation and tips on creating a Glog (slide presentation)
 * [|Glogster - setting up student accounts] (screenshots)
 * [|Glogster - making your Glog] (screenshots)
 * Glogster - a Glog by Traci Blazosky explaining how to get started with Glogster EDU


 * [|NoodleBib Sign In Instructions] (screenshots)
 * NoodleBib Introduction (screencast)
 * How-to-Complete the NoodleBib Webform for Subscription Databases (screencast)
 * How-to-Complete the NoodleBib Webform for Websites (screencast)

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