Learning+Activity+7-D-1+and+7-D-2

= Home > Learning Activity 7-D-1 and 7-D-2=

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Chris Lloyd
Chris Lloyd – 7-D-1 Student Safety – Online Lesson Plan – Ongoing Class Discussion Platform


 * __Objectives__**: The students will be trained on accessing and using the Collaborize Classroom platform and the MHS technology Blog in a safe and responsible way. Students will define and discuss Internet safety rules. They will provide online responses to questions and statement posed by the teacher and/or classmates. Students will also be able to identify resources for self-help if needed.

Use these discussion starters to get an Internet safety conversation going with the students.
 * __Introduction__****:**
 * Do you keep a blog? Could I read it?
 * Who do you think is reading your blog?
 * Would you feel comfortable letting anyone read your blog?
 * Is your blog set to private? Why or why not?
 * What do you think your blog says about you?
 * Can you show me some of your favorite blogs? Have students share their blog websites to the class using the teacher’s computer station and SMARTBoard.


 * __Procedure__****:**
 * 1)  After the discussion starter conversation, the class will view the video: Dr. Sharon: Blogs, Bulletin Boards, and Bullying - []
 * 2) Students will discuss the video in class. The teacher will ask more posing questions and field comments from the students. Discuss the need for Internet Safety and the feelings of the students on this topic.
 * 3) The students will be using the wireless laptop lab in the classroom over the next couple days.
 * 4)  Review the directions on how to use a class discussion platform (Collaborize Classroom) and the MHS Technology Blog ([]) for in and out of classroom discussions . The ongoing Collaborize Classroom discussion platform will be introduced, including objectives and procedures to respond to posted questions and comments from the teacher and other students. These sites will be used throughout the course at different times.
 * 5) Review the Dos and Don’ts of online communication: ([])
 * 6)  Go over additional rules. Students will follow school rules for acceptable Internet use. Remind students about the signed acceptable use policy and show them the document on the SMARTBoard.
 * 7) Review inappropriate entries, content, responses to other students and use of the websites.
 * 8) All Acceptable Use Policies apply.
 * 9) Students will report any inappropriate content to teacher immediately. Parents may be contacted if necessary by administration.
 * 10) Anyone who commits electronic bullying or vandalism will be punished in accordance with school policy.
 * 11) Students will be able to monitor their own entries, as well as their class mates behavior on the discussion platform.
 * 12) Go over the Online Permission Form that the students will be expected to get signed by a parent or guardian.
 * 13)  Have students access the class discussion posted on the Collaborize Classroom website – What did you learn about online communities and internet safety? The students will post their first response to a discussion question.

The students can access the Collaborize classroom website and can create a discussion or place a comment or question under the Comment section regarding the topics covered in class. This can be a one or two line summary, comment, or question about topics from that day’s class. The teacher will review these questions and comments to check for understanding and to help answer any outstanding questions.
 * __Closing__****:**

[] - Video to show at beginning of lesson [] - Collaborize Classroom website – a private online educational discussion platform [] - Collaborize Classroom resources [] - Point Smart Click Safe website (Cable's Approach to Online Safety) [] - National Center for Missing and Exploited Children [] - National Educational Technology Standards (NETS) [] - The National Center for Technology Literacy at the Museum of Science (Boston, MA)
 * __Lesson Resources__**:

Lesson Plan
**An Introduction to Online Safety**


 * **Section:** || **Content:** ||
 * ** Subject/Concept: ** || * Students converse and share ideas and opinions with others in cyberspace.
 * In doing so, they adopt a critical thinking process empowering them to protect themselves and their families as they visit sites requesting private identity information. ||
 * ** Broad Learning Goals: ** || **Goal**: Teach students the importance of protecting personal information online ||
 * ** Learning Objectives: ** || * Students will give examples of different kinds of information Web sites request before allowing visitors to participate in an online activity.
 * Students will be able to define identity theft and distinguish between private identity information and personal information.
 * Students will recall private identity information should not be communicated in cyberspace without permission of a teacher, parent, or guardian. ||
 * ** Required Materials and Time: ** || **Materials**:
 * Blogging Rubric
 * Blog Comment Rubric
 * Blog Post Rubric
 * Permission Letter


 * Time**: (1) 42-minute period ||
 * ** Anticipatory Set: ** || * ** Ask: ** //How would you handle it if someone tried to flirt with you on the street?// Students may respond that it depends whether they know the person or not. They may also say it depends on whether the person is someone their own age or much older.


 * Point out that they need to go through the same thought process when they are online. ||
 * ** Steps: ** || * Watch the [|Internet Safety video] from Youtube.
 * Discuss what the child did that she should not have.
 * With everything we do, there are rules and guidelines. Have students discuss those rules of etiquette. What are some types of guidelines they use everyday.
 * As a class, we are going to start blogging. We need to have clear guidelines on what is expected and criteria they will use to comment.
 * In the case of someone contacting them from outside our class with whom they are not familiar, we will be devising a set of class generated guidelines.
 * Have students get into small groups of three.
 * Students should write down three clear rules of Internet safety as taught to them through the computer applications curriculum. After groups have three solid rules, regroup as a large group.
 * The class will generate a master list of rules of which the class will abide, taking into consideration the online guidelines previously discussed in computer applications classes. ||
 * ** Closure: ** || * On chart paper, write the master list of rules students will follow for blogging.
 * Hang the rules on the side of the computer cart where students can be cognizant of the guidelines they are to follow. ||

Permission Letter
Dear Parents/Guardians: Throughout the 2012-13 school year, our 7th grade language arts classes will be using technology to enhance learning and prepare students for future challenges. Many of these technologies require students to publish work to the Internet. The main focus of our project will focus on blogging. A Weblog, or blog as they are nicknamed, is a special type of web page created and easily updated. Each new entry has its own date stamp, a comments section where visitors to the blog may leave comments for the author, and an initial post. For example, students in our class will use the blog to upload a post on a weekly basis, respond to prompts, comment on others’ work, and discuss quality literature within our class blog. Having a real audience and discussion about our work is a key component to this program. In addition to receiving comments from their classmates, our class will receive comments from other classes who are invited to visit our web pages. We anticipate branching out to students in other parts of the country to visit our blogs and comment on our writing. Because our blog will be powered by Edublogs, it will be part of the blogging community on their site as well. Parents, administrators, and school community members are also invited and encouraged to visit the blogs and respond to the writing. With the implemnetation of the new technology, it is imperative we outline for both parents and students the security used in our blogging. We want to minimize risk to your child. All student blogs, comments, and work will be placed on password protected pages through the Warwick School District Portal. These pages will remain hidden from public view. In order to access the restricted pages, the user must be invited and issued a username and password. Even with these restrictions, students will be required to refrain from sharing personally identifying information such as last name, address, phone number, age, etc. Before your child may start blogging, I am asking for you and your child to discuss and sign the attached form. Please return the form to Ms. Walsh as soon as possible.
 * Permission**

If you have any questions or concerns, please contact Ms. Walsh at bwalsh@warwicksd.org or 626-3701. Regards, Ms. Walsh **//Blogging Terms and Conditions/Podcast & Photo Consent//** 1. Students using blogs are expected to act safely by keeping personal information out of their posts. You agree to not post or give out your last name, password, user name, email address, home address, city, country or other information that could help someone locate or contact you in person. You may share your interests, ideas and preferences. 2. Students agree to never log in as another student. 3. Students using blogs are expected to treat blogspaces as classroom spaces. Speech that is inappropriate for class is not appropriate for your blog. While we encourage you to engage in debate and conversation with other bloggers, we also expect that you will conduct yourself in a manner reflective of a representative of this school and your family. 4. Blogs are to be a forum for student expression. However, they are first and foremost a tool for learning, and as such will be constrained by the various requirements and rules of classroom teachers. 5. Blogs are to be a vehicle for sharing student writing with real audiences. Most visitors to your blog who leave comments will leave respectful, helpful messages. If you receive a comment that makes you feel uncomfortable or is not respectful, tell your teacher right away. Do not respond to the comment. 6. Students who do not abide by these terms and conditions may lose their opportunity to take part in the blogging activities.

I have read and understood these blogging terms and conditions. I agree to uphold them.

Student’s Signature:_ Date: Parent’s Signature: _ Date: Please return to Ms. Walsh in room 122.

Lesson Plan
Students will learn about posting appropriate content while learning while creating a Wikis with a collection of songs that would create a pseudo-soundtrack for a novel they just read that would ideally be made into a movie. (Wiki is a computer software that allows users to create, edit, and share information on a webpage quickly and simply)

Adapted from: [|http://www.readwritethink.org/classroom-resources/lesson-plans/collaboration-sites-sounds-using-979.html?tab=4#tabs] [|http://www.readwritethink.org/parent-afterschool-resources/activities-projects/personal-playlists-favorite-songs-30308.html?main-tab=2#activity1]

Objectives- The students will: > work in pairs to critically analyze and examine the lyrics of songs by identifying the emotion or theme the artist is trying to convey
 * learn how to responsible cyber citizens by discussing how to handle inappropriate information that may appear in their searches on the web
 * research appropriate song titles on YouTube that pertain to events in the recently read novel by building a case for why this song would be approach in the novel-to-movie soundtrack
 * learn how to create a wiki with their peers and enbed videos to site

Session One 1. Start this lesson asking: 2. As students begin to further reflect on how they will make choices about their videos and what is "inappropriate," have students watch the video on this website: []
 * What do you consider to be inappropriate material on the Internet?
 * Without seeking it, how could someone run into inappropriate content online?
 * Have you ever come across inappropriate content on the Internet? What was it? What did you do about it?
 * What would you do if you came across a pop-up of a naked person or a hate website regarding a specific religion?
 * Would you feel comfortable telling me about anything you saw online that made you feel scared or uncomfortable? Why or why not?

3. Now post this sign in the room and discuss the implications:

Internet Safety Rules
I agree not to post information and images that could put me at risk, embarrass me, or damage my future, such as 2. **I WILL RESPECT OTHER PEOPLE ONLINE.** I will not: I agree to If someone makes me feel uncomfortable or if someone is rude or offensive, I will
 * 1. I WILL THINK BEFORE I POST.**
 * cell & home phone numbers
 * home address
 * sexual messages
 * inappropriate pictures and video
 * post anything rude, offensive, or threatening
 * send or forward images and information that might embarrass, hurt, or harass someone
 * take anyone's personal information and use it to damage his or her reputation
 * 3. I WILL BE CAREFUL WHEN MEETING ONLINE FRIENDS IN PERSON.**
 * ask my parent or guardian's permission before going
 * have a parent or guardian accompany me
 * meet in a public place
 * 4. I WILL PROTECT MYSELF ONLINE.**
 * not respond
 * save the evidence
 * tell my parent, guardian, or another trusted adult
 * report to the website, cell phone company, CyberTipline.com, or the police

4. Talk with students about why these rules are necessary and brainstorm ideas on how to remember these rules for their own protection. Ex. The "GrandMa" rule - if you would not watch this with your grandma, then DON'T use it in your project. 5. Close my reminding the students that we practice these rules in this project. Yes, we are here to learn, but we are also here to think and become responsible cyber citizens with the choices we make.

Session Two 1. Play the chorus of rapper Kanye West's "Diamonds from Sierra Leone." Ideally, students will instantly recognize the track and artist, and even sing along. Before you hand out the materials, ask the class to speculate as to why you played this particular song. Play snippets of other "recognizable" soundtrack songs: Rocky, Narnia, Titanic, Cars, Walle. 2. Ask the students if they can think of any other songs from soundtracks. Students are to proceed with assignment searching while still making wise choices as to appropriate song lyrics and message. (If you don't have the lyrics handy, use the [|LyricsFreak Web site] or do a Google search for "song lyrics" for more Web sites with song lyrics.) 3. Explain that each student will first search the Internet for a song (subject to your approval for content and appropriateness). The student-generated, teacher-approved list on the class EdModo is a good place to start. 4. Ask students to search for familiar songs on YouTube while completing the graphic organizer listing the rational for song, emotion/generated, and song/artist. Explain that a more detailed compilation will be published on the class wiki. (Students may want to use [|Song Facts]to verify their thoughts and ideas.) 6. Invite students to share their finding with their fellow classmates. 7. Encourage students to find the songs they have selected in their own music collection, their family members', or online. - Session Three 1. Students will watch [|Wikis in Plain English] 2. Pass out copies of the two articles, "[|Make Way for Wikis]" and [|"Wiki: Don't Lose That Number]." 3. Allow the students to read the pieces in class. 4. Discuss Eric Oatman's "Make Way for Wikis" first. The article provides a good overview of wikis' history, characteristics, benefits, and potential problems. 5. Ask the students if they have ever created or edited a wiki. Explain the practicality of using wikis in an educational setting (i.e., the simplicity of creating and managing Websites, the opportunity for project development with Web review, the streamlining of group collaboration, and the ease in which group members' contributions can be tracked). 6. Display the example wiki for the class and explore the way the example works so that students have a visual understanding of what they will be working on. This is also a good time to show and discuss the [|Wiki Rubric]so students know what is expected of them in this project. 7. Discuss Jennifer Dorroh's "Wikis: Don't Lose That Number." Remind students (and yourself) that even though wikis are potentially wonderful educational tools, they are not without problems. 8. Have the students brainstorm other applications, benefits, and problems of wikis not discussed by either article. 9. Have students return to their original groups of two. Explain that the class is going to post their responses to the research guide on the pre-established class wiki. For tracking purposes, you will want the students to establish login IDs. However, make sure that they either use pseudonyms or first names only. 10. Help students with the technical aspects of uploading information onto the wiki. 11. Encourage them to get creative-graphics, pictures, and hyperlinks are all perfectly acceptable. You may want to have some of your tech-savvy students assist those who need extra guidance. 12. Once all the responses are loaded onto the Website, direct your students' attention to the wiki on your projected screen. As a class, determine the best way to arrange the entries, whether that's by artists, issues they're protesting against, song names, etc. 13. Play the soundtrack songs that students bring in. Using the research prompts as a guide, ask the students to jot down responses to the songs they listen to. Encourage them to add their comments to the ones already posted on **the class wiki.** Furthermore, encourage them to add to and edit their entries in the future. 14. Remind the class that the best wikis are the ones that are constantly being taken care of and tinkered with. 15 .For homework, ask the students to complete the [|Group Participation Assessment Sheet]and the [|Online Self-reflection Checklist](if a student does not have Internet access at home, this form can be completed later on at school).
 * From the beginning of the project, the teacher will make the students aware of that fact that inappropriate content will not be tolerated. Students will be corrected verbally the first time, but they will be subject to disciplinary actions if the behavior continues. The students will also be subject to doing the [|alternate assignment]without the means of the technological support.
 * 5**. Have each student work with a partner to analyze their songs' content and purpose. Students will use a modifed version of this [|research guide]for this part of the assignment.

EXTENSIONS Students can write their own songs. They would identify issues that they deem worthy to comment about and then compose lyrics that bring those issues to light. These too could be added to the class wiki.

STUDENT ASSESSMENT/REFLECTIONS Students can be assessed through their song responses, class discussion, and group participation. They are to complete both the group participation assessment sheet and the Online Self-reflection Checklist. Carefully review the students’ comments, and provide appropriate feedback on their participation with this lesson. In addition, use the[| Wiki Rubric]to assess student participation in the class project. If you are teaching this lesson for the first time, make sure to get student input as to the strengths and weaknesses of the assignment.

Resources [|NetSmartz] Detecting inappropriate Content on the Internet - []

Permission Letter** Dear Families: From now to the end of the year, Mrs. Kopinetz’s class will be participating in a pilot peer-sharing program designed to help them develop their analytical and interpretative reading skills by developing and sharing their ideas with each other online. Students will be using a Class Wiki to post their ideas to the Internet.

A Wiki is a special type of Web page that can be created, edited, and shared using a Web browser. Each new entry has is saved and monitored by the teacher. Students then can view each others’ work freely, quickly, and easily. Each entry has a discussion section where other students may leave comments for each other.

How it Works Upon completion of the assigned novel read in class, each student will develop a personal list of appropriate, teacher-approved songs that can be developed into a soundtrack. After the students have developed their list and are taught the basics of using a wiki, students will download copies of the song with lyrics from YouTube. The emphasis is on the quality, not the quantity of what they develop. All uploads will be reviewed by teacher prior to publishing them on the Web.

Students will have extra computer sessions if needed to complete their Wiki assignment. Students may also work from home. All that is required is an Internet connection and a Web browser. Directions for working from home will be provided.

Having a real audience is one of the key components to this program. In addition to receiving comments from their classmates, students will receive comments from Mrs. Kopinetz. Parents are also invited to visit the Wiki and respond to the students’ ideas. Potentially, anyone on the Internet could respond to our Wiki, however, it is not likely that the world at large will stumble across them.

Security This Wiki project is designed to minimize risk to your child. The only personally identifying information included in the Wiki will be their first name. There will be no mention of our school name or our location. Students are allowed to post their interests and opinions, but not their age, email address, photographs of themselves, or other sensitive information. Assessment The Wiki assignment will be part of your child’s reading grade this term. As with other projects they have completed this year, students will receive a scoring rubric that explains the expectations for these assignments. The rubric will include a section for the comments.

Resources [|http://www.readwritethink.org/classroom-resources/lesson-plans/collaboration-sites-sounds-using-979.html?tab=4#tabs] [|http://www.readwritethink.org/parent-afterschool-resources/activities-projects/personal-playlists-favorite-songs-30308.html?main-tab=2#activity1] Wikis in Plain English - [] "Make Way for Wikis" - [] "Wiki: Don't Lose That Number" - [] Lyrics Freak - [] Song Facts - [] YouTube – [|www.YouTube.com] Wikispaces – www.wikispaces.com Netsmartz -[] Detecting inappropriate Content on the Internet - []

Permission Before your child may start posting in the Wiki, we are asking for you and your child to discuss and sign the following form. Please return the form to Mrs. Kopinetz. Wiki Terms and Conditions 1. Students using the Wiki are expected to act safely by keeping personal information out of their posts. For example, do not post or give out your family name, password, user name, email address, home address, school name, city, country or other information that could help someone locate or contact you in person. You may share your interests, ideas and preferences. 2. Students using the Wiki agree not to share their user name or password with anyone besides their teachers and parents. Never log in as another student. 3. Students using blogs are expected to treat wikispaces as classroom spaces. Speech that is inappropriate for class is not appropriate for your blog. While we encourage you to engage in debate and conversation with other bloggers, we also expect that you will conduct yourself in a manner reflective of a student of this school. 4. The Class Wiki is to be a forum for student expression. However, it is first and foremost a tool for learning, and as such, will sometimes be constrained by the various requirements and rules of classroom teachers. 5. The Class Wiki is to be a vehicle for sharing students’ ideas with real audiences. Most visitors to our Wiki who leave comments will leave respectful, helpful messages. 6. Students using the Wiki take good care of the computers by not downloading or installing any software without permission, and not clicking on ads or competitions. 7. Students who do not abide by these terms and conditions may lose their opportunity to take part in this project.

I have read and understood these blogging terms and conditions. I agree to uphold them.

Student’s signature: date: _ Parent’s signature: __date:__ ___

Lesson Plan
Teaching Safe Behavior


 * Overall Goal:** Introduce blogging to students to create responsible cyber citizens

• students will explore classroom blogs to see blogs in use and gather ideas • students will evaluate classroom blogs • students will develop a list of rules to follow while blogging • students will see what not to do when blogging
 * Objectives:**

• internet with links to popular classroom blogs ready for students to explore • youtube.com • 3M projector for whole class demonstration
 * Technology which will be used**

Students will use the internet to explore classroom blogs. Teacher will use the internet and 3M projector/laptop to access the video “Talent Show” on youtube to introduce students to online safety rules for blogging.
 * Brief explanation of how the technology will be used**

Students are expected to stay focused on the task of exploring blogs for good ideas. They are expected to form positive comments and ask thoughtful questions. They should remain mindful of the feelings of others and look out for everyone’s best interest. Students are expected to follow district policy on the use of computers/internet.
 * Description of what behavior is expected of students**

Whole class discussion on blogging to create a KWL chart: • “What is a blog?” • “Has anyone ever posted to a blog before?” Get specifics • “What can a blog be used for?” • “What is the district’s policy on using computers? Internet?” discuss, give each student a copy of district policy
 * Process or steps for teaching Introduction**-

Explain to the class that beginning today, we are going to explore the world of blogs because we will be creating our own and using it in class daily. Tell students that they are to explore popular classroom blogs today to gather ideas so they understand exactly what a blog is. To save time, provide students with Delicious stack to explore popular classroom blogs. While students explore blogs they should take notes on what they see, search for classroom blogging rules because we will be developing our own, what they like, what they have questions about. Share notes and discuss whole class. Teacher will show the class a video titled, “Talent Show” to provoke discussion on cyberbullying. Show the video once and ask students to watch carefully and think about what they see. Show the video again and encourage students to turn and talk at the conclusion. Invite students into a whole class discussion about “Talent Show”. We will use the discussion as a springboard to draft a set of classroom blogging rules/ with consequences.
 * Day 1** Activity: (30 minutes)
 * Day 2** Activity:


 * Day 3** Activity: Students have 30 minutes to explore the wonderful wiki site: http://spring12-bce-02.wikispaces.com/Group+A+4-C-1 which is devoted to online safety. Students will be encouraged to share what they learned and how it could be important to them. We will then revisit the draft of blogging rules from Day 2, we will add or delete rules taking into consideration the video from Day 2 and anything new they may have learned today (teacher will suggest any rules that may be lacking).

We will create an agreed upon set of rules for using the classroom blog/internet. I will provide students with a copy to sign and return to me. Parental permission slips will be sent home that will explain district policy on students posting to the internet.


 * Closure:** I will tell the students that tomorrow we are ready to begin our first blogging assignment and that I expect them to always use their best judgment and to be responsible cyber citizens. Homework assignment will be to write a list of all the things they can do to stay safe on the internet.

• Provide students with quality internet safety sites and time to peruse them • Provide students with adequate discussion time prior to implementing blog • Create a class set of blogging rules and consequences that require students to notify the teacher immediately if they encounter inappropriate content • Secure parental permission to post students’ writing and photos/videos to the internet
 * What actions you will take and how you expect your students to respond if they find inappropriate content**

[] [] “Talent Show” video on cyber-bullying  (embed code to use later)
 * Citations** for any sources used, if applicable

Lesson Plan
// Social studies for the areas of the world the activity prevails // // English for the grammar of the content posted // // Math for the scoring systems of the sports // ||
 * **Subject/Concept:** || // Physical Education/Create a Wiki for various activities enjoyed by the authors of the Wiki. // ||
 * **Description of Broad Learning Goal(s):** || // Students will analyze a physical activity and create lessons on different aspects of the activity. // ||
 * **Learning Objectives:** || // Students will research their activity using the Internet. Students will analyze the health value of the activity. Students will share their research and knowledge in an organized manner. // ||
 * **Required Materials:** || // Wiki account for class. Computer lab access. Checksheet for required information. // ||
 * **Student Prerequisite Knowledge:** || // How to post on wikispace, How to search effectively on the Internet, Internet safety // ||
 * **Anticipatory Set (Lead-In):** || // Students will discuss their favorite physical activity with a partner. Student must tell three reasons he likes that activity. Students will list their activities on the whiteboard. // ||
 * **Steps:** || // Students will choose their activity to post about. Students will receive a handout that has an outline on what to include as parts of their wiki. Students will research that activity and post information covering each section. Students will post a question to another post in a different color and have to answer any questions posted under their area. If any content is questionable during the search, the student should hit the back button immediately and notify the teacher. // ||
 * **Plan For Independent Practice:** || // Students will be able to analyze other sports and activities to evaluate if it is “right” for them and if it has health benefits. // ||
 * **Closure:** || // Students have created a working document and learned to evaluate physical sports and activities. Although students may not like another activity, they should respect those who do. // ||
 * **Assessment Based On Objectives:** || // Students will be evaluated on the thought and input of their posts. They must include the following in their post: The name of the sport, a brief history of the sport, where the sport is predominately played, how much equipment and cost is associated with sport, what is the ease of picking up the activity as a participant, what value is there to each Health Related Component of Physical Fitness // ||
 * **Adaptations (For Students With Learning Disabilities):** || // Students may be paired up with other students. Lesson may be modified to include fewer parts to the post. Teacher may choose the activity to be posted. // ||
 * **Extensions (For Gifted Students):** || // Students may be given an additional sport at the teacher’s choosing that isn’t well known. Students may choose an additional sport from a list the teacher has created of sports not covered by the class. Students may include additional sections of the sport of their choosing. // ||
 * **Possible Connections To Other Subjects:** || // Historical information may be covered as well as sport specific information //

Permission Letter
Dear Parents or Guardians: For my physical education class, we will be using some features of the Internet where your child will publish his work. We will be using blogging and creating wikis. These two tools of the internet will allow your child to contribute to the growing information on the web. He will not only create content but will respond to other students in his class and the teacher. Students will need to register for free for these two sites. We will do this as a class project. Your student will be able to use his first name as his user id//. We will go over appropriate things to post and the do’s and don’ts of internet safety. Students breaking the school’s acceptable use policy of the internet will face consequences such as having internet privileges revoked.// You will also have the opportunity to view the class posts and see what your child is creating for his class. Links to where you can find our posts will be sent home once we are up and running. Having a real audience is one of the key components to this program. In addition to receiving comments from their classmates, students will receive comments from the teacher. Parents are also invited to visit the blogs and respond to the writing. Potentially, anyone on the Internet could respond to our blogs, however, it is not likely that the world at large will stumble across them. Our projects are designed to minimize risk to your child. The only personally identifying information included in the blog will be their first name. There will be no mention of our school name or our location. Students are allowed to post their interests and opinions, but not their age, email address, photographs of themselves, or other sensitive information. Before your child may start posting to his blog and the wiki page, please complete the permission slip at the bottom and return it to his teacher. --detach here I have read the above and agree to give my child permission to proceed with the projects. Parent’s signature: _ Date: I have read the above and agree to abide by the school’s and teacher’s rules of appropriate internet use. Student’s signature:_ Date:
 * What is needed**
 * Security**
 * Permission**

Objectives:
Students will create a 45-60 second "Maple Quote" podcast using Aviary, an online suite of audio and image authoring applications. Aviary Mina will be learned to select music tracks and record vocal famous quotes. Students embed the podcast in Maple Blog, make a comment on one other podcast and assess that podcast using a Moodle Workshop assignment.

Introduction:
The teacher models this lesson because it's an introduction to podcasting and using an online authoring application. An overview of the tasks for this lesson is provided to students:
 * 1) As an introduction to podcasting, students will record famous quotes. Famous people (celebrities, scientists, authors, politicians, coaches, etc.) are often quoted and people enjoy reading and listening to quotes. It's easier for students to read a short quote when podcasting for the first time.
 * 2) The site Great Quotes has a mission to provide a comprehensive venue for people to "connect, learn, and contribute their insights." Students will be assigned categories and directed to select a quote to podcast. Students are cautioned to avoid inappropriate quotes
 * 3) As an introduction to online authoring, Aviary offers an education login for teachers to manage student accounts. Student accounts are created by uploading a cvs file containing usernames and passwords.
 * 4) The quote will be selected, created at Aviary, mixed wth Aviary music, downloaded and saved, embedded in the class blog, comments made, and peer graded.

__Day 1 Activity__:

 * 1) Students view Internet Teen Tips at KidSmartz, The National Center for Missing and Exploited Children Class discussion ensues about cyber bullying and inappropriate hits.
 * 2) Students link to their assigned category at Great Quotes and, after much reading, select a quote. Keep this window open, resizing to half-screen. Remind students to navigate away from inappropriate quotes if encountered.

__Day 2 Activity:__
Recording Tips and Podcast Sequence
 * 1) Students view Profiles, Posting, and Blogging from Wired Safety. Class discussion ensues about profile information and online authoring (file naming with first names only)
 * 2) Log in to Aviary using their psdmail as their username and the assigned password.
 * 3) Students select New Creation - Edit Audio. Select music from Quantum tracks after agreeing to licensing terms. An Intro, a Loop, and an Outro are selected and placed in order. The recording is saved using first name only.
 * 4) Students plug in microphones, granting Aviary access to their device. Students record their famous quote

Blogging:

 * 1) Students view Blogging Safety from KidSmartz. Discussion about tagging, post contents, comments, and file embed safety.
 * **2/2** - Create a new Post, label your firstname,
 * **2/2 -** Paste the **Aviary embed code** mp3 player and update/save
 * **4/4 -** Introduce/name the author of the quote. Is the quote typical for the author? Why did you select it? What category is it in? Hyperlink Great-Quotes.
 * **2/2** - Comment on one other classmate's post

Closing:

 * Students prepare a reflection on the project in a Moodle assignment, including the Process, the Purpose, and the Possibilities of podcasting and posting in Blogger.
 * Students peer assess a podcast using a Moodle Workshop activity. The rubric scoring criteria includes
 * 3/3 - Intro
 * 3/3 - Middle Quote
 * 3/3 - Outro
 * 3/3 - Voice quality
 * 3/3 - Podcast quality

__Permission Letter__ Dear Families: From now to the end of the year, Ms. Rice’s class will be using personal Weblogs at "Maple Tigers Blog" to post their reflections on class projects. A Weblog, or blog, is a type of Web page that can be created and easily updated by many users. Each new entry has its own date stamp. Each entry has a comments section where visitors to the blog may leave comments for the author.

Our blog, from Blogger, is a private blog partnered with Google and using the app through student psdmail and Google App accounts. Our district Tech Coordinator and I have ensured that no one but users who log in (our class) are able to view and comment on blog posts. **How it Works** **Security** Our blog is private and is designed to minimize risk to your child. While no one outside of our class can browse our blog, I will still insist that students follow Internet safety protocol and include only their first name in their blog posts. There will be no mention of our location. Students are allowed to post their interests and opinions, but not their age, email address, photographs of themselves, or other sensitive information. **Assessment** The blog assignments will be part of your child’s grade this term using a critical thinking scoring rubric and will include a section for the comments they leave in other students’ blogs. **Resources** To learn more about blogs, view Blogs in Plain English from Common Craft To view our blog, visit Maple Web Blogspot and ask your son/daughter to login. To discuss any aspect of blogging in Web Page Design class, please call the school at 555-1673. I'll be happy to discuss concerns and answer your questions.
 * After each project in Web Page Design, students will create a blog post reflecting on the Process, Purpose, and Possibilities for the project. The emphasis is on the quality, not the quantity of what they write. When students are done with writing and designing their post with embeds, text, and copyright-free images, it will be reviewed by me before published to Blogger.
 * Students may work during class time and may also work from home. All that is required is an Internet connection and a Web browser. The link to the Maple Blogspot can be found from my classroom website, A Slice of Rice.
 * Creating an online learning community reinforces relationships and increases comprehension of tasks and content. In addition to receiving comments from their classmates, students will receive comments from Ms. Rice.
 * Parents are also invited to visit the blogs and respond to the writing. Parents will need their son/daughter to login to our blogspot - please ask them to do this so you can view their posts and make comments!

Ms. Rice

**Permission** Before your son/daughter begins blogging, I'm asking for you and your child to discuss and sign below and return to Ms. Rice. //**Blogging Terms and Conditions**// 1. Students using blogs are expected to act safely by keeping personal information out of their posts. You agree to not post or give out your family name, password, user name, email address, home address, school name, city, country or other information that could help someone locate or contact you in person. You may share your interests, ideas and preferences. 2. Students using blogs agree not to share their user name or password with anyone besides their teachers and parents. You agree to never log in as another student. 3. Online blog spaces are classroom spaces. Speech that is inappropriate for class is not appropriate for your blog. While we encourage you to engage in debate and conversation with other bloggers, we also expect that you will conduct yourself in a manner reflective of a representative of this school. 4. Student blogs are to be a forum for student expression. However, they are first and foremost a tool for learning, and as such will sometimes be constrained by the various requirements and rules of classroom teachers. Students are welcome to post on any school-appropriate subject. 5. Students blogs are to be a vehicle for sharing student writing with real audiences. Most visitors to your blog who leave comments will leave respectful, helpful messages. If you receive a comment that makes you feel uncomfortable or is not respectful, tell your teacher right away. Do not respond to the comment. 7. Students who do not abide by these terms and conditions may lose their opportunity to take part in this project.

I have read and understood these blogging terms and conditions. I agree to uphold them. Student’s signature:_ ___date:___ Parent’s signature: _date:___

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Students view Profiles, Posting, and Blogging from Wired Safety