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Unit Title

Sharing the Information

Course(s)

Online8, Course 1

Designed by

Cary Hart

Time Frame

6 weeks

Stage 1- Desired Results

Establish Goals

  • ISTE 6a.Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • ISTE 1d.Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
  • ISTE 3a.Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Transfer

Learners will be able to....


What kinds of long-term independent accomplishments are desired?

  • Research Skills: Observing: Collect and Record Data: Presenting Findings:
  • Thinking Skills: Acquisition of Knowledge: organizing information, how to ask questions based on observations/ research,

Meaning

UNDERSTANDINGS

Learners will understand that...

  • Information can be presented digitally to an audience to prompt action.

Essential Questions

Learners will keep considering...

  • Why do authors write informational articles? (purpose and audience)
  • How do text features support the text?
  • How do authors decide what (content) to include in their writing piece?
  • How do they organize their information?
  • What is the best way to communicate information to an audience?

Acquisition

Learners will inquire into…

  • physical and behavioral adaptations of plants and animals
  • events that affect the balance of an ecosystem
  • consequences of imbalance within an ecosystem

Learners will be skilled at...

  • Writing informational text
  • Creating a Google Site

Stage 2- Evidence

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of…

The their understanding through the creation of a website using Google Sites. They will be given minimum requirements and then allowed to individualize their site as they wish.

GRASPS Task written in student-friendly language:

Goal

Students will choose the appropriate tools for meeting the desired objectives of their creation or communication.

Role

The sharing of this knowledge will be done digitally.

Audience

The audience of this google site will be their classmates, schoolmates and parents

Situation

The context of their assignment will be to study in the theme of Sharing the Planet: An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Product

The Students will use Google Sites to create a website.


OTHER EVIDENCE:

Learners  will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...

Explain

Students will be given an opportunity to reflect on the creation of their website explaining how they chose to build their website and what features their website contains. This will be done via Seesaw into their ePortfolio Journal.

Interpret

In their post on Seesaw they will also explain why they choose the facts that they choose for their website. Out of the many facts they could have added, why did they choose these facts to share?

Apply

Planning for their website will be done using a storyboard. They will then be given time to build their site. They will Peer Edit their website along with receiving teacher feedback during the build.

Have perspective

Call to Action page allows the students to explain the purpose of gathering and sharing information to others. The students should have a very clear description of why their audience should care about the information that they have shared and what the audience can do about it.

Empathize

During the Peer Editing, one of the questions that will be asked of the “peer” is if the author has given more than one viewpoint while creating their website. They will be given a chance to edit their website after the peer editing session.

Have self-knowledge

Students will be given the opportunity to reflect on the standards through their post on Seesaw

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

1 Lesson

Students will be shown Padlet as a tool to collect notes. Padlet will allow them to use images, websites, and text to take notes on their research. Class Teacher or Librarian will explain the research expectations for this project.

1 Lesson

Students will look at websites to find examples of what makes an effective website for transmitting information to an audience. Review Mentor Texts: G4 Sharing the Planet Sites. Class teacher will have made a Mentor text to share with the students.

There will be a class padlet where the students can record their noticings about the mentor texts.

2-3 Lessons

Research Gathering - to be directed and lead by teacher (Integrationist does not need to be in attendance)

Individual Student Padlets

1 Lesson

Google Sites Intro  - Students will be shown the basics of how to set up their pages. They will be once again reminded of the minimum requirements of a Food Web, Call to Action, Adaptations, and Human Impact. This lesson will show them how to add basic text and images to their page, from the notes that they have taken. Class teacher will be reminding students of writing expectations.

Visual monitoring of students while they work.

1 Lesson

Plan their site: Once they have seen what is possible with Google Sites they will draft a plan for their website. This can be led by the class teacher if necessary. Students can decide to do their plan on paper or using other tools

Storyboard like drawing of the pages of their websites

2-3 Lessons

They will continue to build their website with their class teacher. The Integrationist will tech support these lessons as needed with the class teacher driving the content of the work.

Students will begin Lesson 2 with publishing their website and learning about the different settings that they can use. Then they will add their website link to the main Sharing the Planet Site so that the class teacher and integrationist can monitor progress on the websites.

1 Lesson

Peer Editing of their websites, this can be led by the class teacher with or without the integrationist.

Peer Feedback Forms

1 Lesson

Wrapping up and finalizing the website, including linking their padlet as their sources page. This will be lead by the integrationist to make sure that the website naming structures are correct.

Final published website

Resources / Materials:

  • Padlet
  • Google Sites
  • Google Document - to draft text for website on
  • Non Fiction books to help with research
  • Library
  • Devices -Tablets, Chromebooks, Laptops
  • Wifi