UbD Stage 1

Title of Unit

Technology in daily life Grade Level

9-12

Curriculum Area

Technology Time Frame

3 weeks

Stage 1 – Identify Desired ResultsContent Standards:

National Literacy Standards 4: Learners use skills, resources, and tools to pursue personal and aesthetic growth

Standard 4.3: Responsibilities

Understandings

Students will understand that: Technology can help or hinder our personal growth Effective use of technology enables us to live, learn, and work Technology is a tool that can be used for collecting, organizing, creating, and

presenting info The resulting information determines the type of search required to find it The quality of the search affects the relevancy of the results Using technology comes with certain rights and responsibilities Damage that is done in cyberspace is difficult, if not impossible, to undo

Related Misconceptions: Technology makes everything easier Technology is for gaming and social networking The older you get, the less you know about technology People can control who accesses their personal information in cyberspace The internet is safe, since it is accessed from home, away from predators

Essential Questions

Overarching Questions: What is technological literacy? How can technology help or hinder

our personal growth? How can I use technology to be

productive and solve problems? What are the benefits and limitations

of using new technology? Is new technology always better than

that which it will replace? How do new technologies result in

broader social change?

Topical Questions: How are our privacy rights

affected by the internet? What is the impact of technology

on research and communication? What makes a source trustworthy? How do my actions and choices

model ethical and legal behavior? What potential application does

this technology have for me?

Knowledge and Skills

KnowledgeStudents will know:

How technologically literate they are now

Skills Students will be able to:

Set up a Facebook account’s privacy settings to limit outside

The difference between informal search engines and results (Google, Wikepedia, etc) and academic or professional searches (GALILEO, ERIC, etc)

What others can find out about them through internet searching and how it can affect them later in life

access to strangers Perform informal searches for

personal interest subjects Perform academic searches for

potential research projects for school

Increase their individual level of technological literacy

Choose a topic of personal interest and find a group to join for discussion, or create one of their own (not simply a chat room, but rather a permanent forum, Yahoo group, or Facebook group)

Stage 2 - Evidence

Performance Task(s)

Performance Task #1: Interviewing Digital Dinosaurs (Learning Facet: Perspective)

Goal: To see how technology has changed the lives of digital dinosaurs (those born before 1980)

Role: You are a newspaper reporter writing a story about how technology has changed our daily lives in just one lifetime

Audience: The readers of the newspaper (in print AND online)

Situation: You have been assigned to write a story about how technology has changed the life of a digital dinosaur (one born before 1980). You can choose any person born before 1980 to interview (parent, other family member, teacher, pastor, etc)

Product Performance and Purpose: Write (type, print)out your interview questions before the interview Interview your subject, taking notes (record your subject with audio or video

tape, or even use Skype) Write the article (Type the article, then publish it to the class website or blog)

Standards and Criteria for Success: Include a written or recorded transcript of the interview Article must be well-written Include answers to the analysis and reflection questions give to you by your

teacher

Performance Task #2: Tracking My Technology (Learning Facet: Interpreting)

Goal: Track your technology use for 7 days and analyze the results

Role: You are performing a self-analysis to reflect on your use of technology

Audience: Your classmates

Situation: You will track your technology use for 7 days and analyze the results, and also predict how technology may change in your lifetime

Product Performance and Purpose: Use provided template to fill out times, types, and purpose of technology use for 1 week. Include use of: school computers, teacher presentations that you listened to or watched using technology, computer use outside of school, smart phones, video games, television, ipads or other e-readers, GPS trackers, or any other technology not listed. Create a visual (graphic) of the results and answer the provided questions about your usage. (You will use a time tracker app to track your times and it will create a graph f the results after 7 days that you can share with the teacher. Suggested apps are in the curated list of resources)

Standards and Criteria for Success: Include completed templates for all 7 days All questions answered, including reflection on improvement and predictions for

the future Create the graphic visual of your results (Share the graphic results provided by

your app)

Performance Task #3: Analyzing Facebook Profiles (Learning Facet: Interpreting)

Goal: Your goal is to analyze a fake Facebook profile and decide what effect the profile has on the person who created it

Role: You will be given different roles of either: Prospective employer of an interviewee Judge of a person on trial Criminal preying on a potential victim Parent (of the person in the profile or one of their friends)

Audience: Depends on your role

Situation: Depending on your role, you will analyze the profile and make a decision about the person

Product Performance and Purpose: Write a short report of what you found out and what you decided based on the information in the profile (Create a report using Google Documents to share with the teacher and the class)

Standards and Criteria for Success: Well-written Noticed all of the details Made a well-informed decision and can back up your decision

Other Evidence

(e.g. tests, quizzes, work samples, observations)

Pre-test on technological literacy (Self-knowledge) (Taken on Goggle Forms, results automatically shared with the teacher)

Verbal Q&A about deciphering text-based acronyms (Explain)

Speed test for texting (Explain) Class discussion: How does technology help or hinder us

in everyday life? (Interpretation) Academic search for possible research paper topics- 3

sources (Application) (Use ERIC in media center) Website analysis: Is this site trustworthy?

(Interpretation) Setting up Facebook privacy settings (Application) Informal search for personal interests- 3-5 results

(Application) Find or create a discussion group, participate for the

duration of the unit, reflect on what you found out (Application)

Journal entry on the effects of cyber-bullying after reading transcripts from a real victim or watching a movie clip (Empathy) (Entry on a personal or class blog)

Reflection assessment- short answer about what they learned, how technologically literate they are, and how the world views them by their online actions. (Self-knowledge) (Taken on Google forms, results automatically shared with the teacher)

Timeline of digital changes in their lifetime from their birth and projected out to adulthood (Explain and interpret) (Use Web 2.0 tool to create a presentation to share with the class, suggested tools in the curated list)

Post-test on technological literacy to check for improvements from the beginning of the unit (Self-

knowledge) (Using Google Forms, results automatically shared with the teacher)

All assessments align with the same standard:Content Standards:

National Literacy Standards 4: Learners use skills, resources, and tools to pursue personal and aesthetic growth

Standard 4.3: Responsibilities

Student Self-Assessment and Reflection

The students will take a pre-and post-test of technological literacy to let both the student and the teacher know where they are at the beginning of the unit and if they have improved by the end as a result of the activities in the unit.

In addition, they will complete an end-of-unit self-assessment that will consist of short answer questions about their views of technology before the unit began and changes of their views, if any, by the end. They will create this using a Web 2.0 presentation tool and share their experience with the class. Hopefully the students will gain more understanding about how technology can impact and improve their lives in more ways than just for recreation. In addition, the students will gain more insight about the potential dangers of social networking and cyber-bullying, as well as how to protect themselves from these dangers.

Stage 3: Plan Learning Experiences

Week 1

1) Pre-test on technological literacy (See Appendix A, taken online with Google Docs) W, T Accommodations: Text-reading software, headphones, translating program

2) Verbal Q & A about deciphering text-based acronyms (See Appendix B) H, E-2, T Accommodations: Translating program

3)Speed Test for Texting- Different phrases will be projected and students will race with texting devices to see who can text the fastest (first looking, then not looking) H, E-2, T

4)Class Discussion: How does technology help or hinder us in everyday life? W, E, R, T, O

5) Performance Task: Tracking My Technology (See Appendix C, using an app on a computer or a mobile device) R, E-2, T, O Accommodations: Digital timer, spell-check, headphones, Assignment broken into smaller pieces

Week 2

1) Setting up Facebook privacy settings E, T Accommodations: Digital timer; Read aloud software; Peer tutoring

2) Performance Task: Analyzing Facebook Profiles (See Appendix D)H, R, T, O Accommodations: Digital timer, Auto-finishing software, Spell-check, headphones, Peer tutoring

3) Journal (blog)entry on the effects of cyber-bullying after reading transcripts from a real victim or watching a movie clip R, E-2, T, O Accommodations: Auto-finish software, Spell check, Translating program

4) Create a timeline of digital changes in their lifetime (using Web 2.0 presentation tools) from their birth and projected out to adulthood R, E-2, T, O Accommodations: Headphones, Powerpoint, Breaking assignment down into smaller parts

5) Performance Task: Interviewing Digital Dinosaurs in person (using Skype) (See Appendix E) W, R, T, O Accommodations: Spell check, Powerpoint, Breaking

assignment down into smaller parts

Week 3

1) Website Analysis: Is this site trustworthy? Students will complete the Internet Detective game online at http://www.vtstutorials.ac.uk/detective/index.html H, E, R, T, O Accommodations: Digital timer, Read-aloud program, headphones, translating program, Peer tutoring

2) Academic Search for possible research paper topics- 3 sources (Using ERIC at the media center)E, T Accommodations: Digital timer, Read-aloud software, spell check headphones, translating program, peer tutoring

3) Informal research for personal interests: 3-5 results E, T, O Accommodations: digital timer, peer tutoring

4) Find or create a discussion group, participate for the duration of the unit, reflect on what they found out E, R, T, O Accommodations: digital timer, breaking assignment down into smaller parts, translating program, peer tutoring

5) Reflection assessment- short answer about what they learned, how technologically literate they are, and how the world views them by their online actions (See Appendix F) (Create this as a blog entry or a presentation Web 2.0 tool) R, E-2, T, O Accommodations: digital timer, read-aloud program, auto-finishing program, spell check, headphones, peer tutoring

6) Post-test on technological literacy to check for improvements from the beginning of the unit (See Appendix A) (Completed on Google docs, results automatically shared with the teacher) R, E-2, T Accommodations: read-aloud text program, peer tutoring

Appendix A

Pre-test taken and scored online at: www.ccis.edu/online/admissions/techiq.asp

What is your "Technology IQ"?

To be successful in an online education course, students are required not only to master the course content and materials, but to understand technology, troubleshoot technical problems, and interact with faculty and students in a completely online environment.

The check list below will help you determine if you have the "technology savvy" required for academic success in online courses.

Skill

1. Save and receive e-mail

2. Send and receive/locate e-mail attachments

3. Use spell check to correct spelling errors

4. Save/delete files on an external storage device (CD, thumb drive, etc.)

5. Scan for viruses using virus scanning software

6. Create a folder/sub-directory

7. Use WinZip (or similar software) to compress/decompress files

8. Search for information on the Internet using search engines

9. Create a bookmark or favorite to locate a specific Web site

10. Save an image from the Web

11. Format a Word document using columns or tables

12. Copy/cut and paste information between programs

13. Manipulate multiple windows/programs simultaneously

14. Sort data in a spreadsheet

15. Create a chart in a spreadsheet

16. Insert a table and/or chart from Excel to a Word document

17. Download applications/plug-ins from the Internet

18. Install software and/or plug-ins on a computer

19. Create a PowerPoint presentation with graphics

20. Create a Web page using HTML or a page generator

21. Add sound and/or video to a presentation

Appendix B:

Referenced from: http://www.talktalk.co.uk/community/textspeak-p1.html

TEXT SPEAK QUIZHow many can you decode?

1) ASL2) ABT23) AFAIC4) AFAIK5) AML6) ASLMH7) ATST8) AYK9) AYSOS10)AYTMTB11)B412)B4N13)BBT14)BRR15)BTW16)BYKT17)CSL18)CYL19)CYT20)DGA21)DIKY22)DLTM23)FF24)GBH25)GG26)GL27)GR828)GTG29)HAK30)ILY31)IM32)ILU33)IMHO34)IMS35)IOH36)JK

37)KEWL38)KISS39)L8R40)LMAO41)LOL42)MSG43)N144)NE145)NMP46)NOYB47)NP48)NUFF49)OMBD50)OMG51)ONNA52)OT53)OTT54)P91155)PAL56)PAW57)PIR58)PLS59)POS60)QL61)QT62)PM63)POOF64)RBTL65)ROFL66)LMAO67)ROTFLMAO68)SMEM69)SMIM70)SO71)SOHF72)STR873)SYS74)TAH75)TBC76)TFH77)THX78)TM79)TOM80)TTFN81)TTG82)TVM

83)VM84)WC85)WFM86)WTG87)WYP88)WYWH89)XOXO90)TGBK91)ZZZ

Appendix C

Performance Task: Tracking My Technology (Learning Facet: Interpreting)

Goal: Track your technology use for 7 days and analyze the results

Role: You are performing a self-analysis to reflect on your use of technology

Audience: Your classmates

Situation: You will track your technology use for 7 days and analyze the results, and also predict how technology may change in your lifetime

Product Performance and Purpose: Use provided template to fill out times, types, and purpose of technology use for 1 week. Include use of: school computers, teacher presentations that you listened to or watched using technology, computer use outside of school, smart phones, video games, television, ipads or other e-readers, GPS trackers, or any other technology not listed. Create a visual (graphic) of the results and answer the provided questions about your usage.

Standards and Criteria for Success: Include completed templates for all 7 days All questions answered, including reflection on improvement and predictions for

the future Create the graphic visual of your results

Appendix D

Performance Task: Analyzing Facebook Profiles (Learning Facet: Interpreting)

Goal: Your goal is to analyze a fake Facebook profile and decide what effect the profile has on the person who created it

Role: You will be given different roles of either:

Prospective employer of an interviewee Judge of a person on trial Criminal preying on a potential victim Parent (of the person in the profile or one of their friends)

Audience: Depends on your role

Situation: Depending on your role, you will analyze the profile and make a decision about the person

Product Performance and Purpose: Write a short report of what you found out and what you decided based on the information in the profile

Standards and Criteria for Success: Well-written Noticed all of the details Made a well-informed decision and can back up your decision

Appendix E

Performance Task: Interviewing Digital Dinosaurs (Learning Facet: Perspective)

Goal: To see how technology has changed the lives of digital dinosaurs (those born before 1980)

Role: You are a newspaper reporter writing a story about how technology has changed our daily lives in just one lifetime

Audience: The readers of the newspaper (in print AND online)

Situation: You have been assigned to write a story about how technology has changed the life of a digital dinosaur (one born before 1980). You can choose any person born before 1980 to interview (parent, other family member, teacher, pastor, etc)

Product Performance and Purpose: Write out your interview questions before the interview Interview your subject Write the article

Standards and Criteria for Success: Include a written or recorded transcript of the interview Article must be well-written Include answers to the analysis and reflection questions give to you by your teacher

Appendix F

Answer the following questions in complete sentences:

1) How technologically literate do you think you are?2) Did this unit help you improve that literacy? If so, how?3) List three interesting things you learned from this unit.4) List three things you were surprised to learn from this unit.5) Does your online personality accurately reflect your in-person one? Explain.6) If you posted something online that you shouldn’t have, how would you go about

having it removed?7) How are academic and personal internet searches different?8) How will technology be different when you become an adult?9) How does technology help us in everyday life? How does it hinder us?10)After completing this unit, do you think more about consequences before posting

personal information online? What things do you consider?