REVISED: Technology Enhanced Unit-Curated Toolkit and Unit Design

Title of Unit Technology Enhanced Unit-Curated Toolkit and Unit Design: FAKEBOOK

Grade Level 3rd grade: Mrs. Martha Hill

Developed By Martha Hill

Identify Desired Results (Stage 1)Content Standards

ISTE S Standard 1:Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Create original works as a means of personal or group expression.ISTE S Standard 3:Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry.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.

ISTE S Standard 4:Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

b. Plan and manage activities to develop a solution or complete a project.c. Use multiple process and diverse perspectives to explore alternative solutions.

SS3H2: The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education),

Franklin D. Roosevelt (New Deal and WWII), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (worker’s rights).

b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.SS3G2: The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

a. Identify on a political map specific locations significant to the life and times of these historical figures.b. Describe how place (physical and human characteristics) had an impact on the lives of these historical figures.c. Describe how each of these historical figures adapted to and was influenced by his/her environment.d. Trace examples of travel and movement of these historical figures and their ideas across time.e. Describe how the regions in which these historical figures lived affected their lives and had an impact on their cultural identification.

SS3CG2: The student will discuss the character of different historical figures in SS3H2a.

a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom

of conscience and expression.c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.

Unit Understandings Essential QuestionsOverarching Understanding Overarching Topical Understand the educational benefits of studying past historical

characters and their contributions to our American society. How to utilize research to examine and support information on

each historical character for an independent project on FAKEBOOK.

Use the Web 2.0 tool, FAKEBOOK, to create a profile for each historical character.

Recognize the writing process to produce a first-person narrative timeline of each historical character.

Show proficiency in procuring and embedding graphics on the historical character profile to support historical contributions.

Demonstrate importance of the geographical travel associated with historical characters effect on American History.: SS3G2

Demonstrate importance of the character traits of each historical character and how this demonstrated positive effects on their lives and American History. SS3CG2

Develop lifelong procedures for online learning that will be beneficial to the educational process and which will enable student’s future applications for project-based learning.

What understandings can be exhibited through online learning coupled with research strategies?

What are the benefits learning about historical characters and their contributions to our American society?

How can a person’s character traits contribute to a positive effect on culture and society?

How does geographical location affect historical events and the and create an impact on American History?

How can writing strategies help in creating a first-person narrative for a historical character?

How can the Web 2.0 tool, FAKEBOOK, assist in creating a profile for our historical characters?

What are the benefits of digital research?

What procedures or policies are important to maintaining appropriate research protocol for projects?

How can resources assist in research for specific purposes while using FAKEBOOK?

How does a rubric guide students in the process of creation?

Related Misconceptions All information on the Internet is true and accurate. All information can be copied verbatim for project-based

learning. All graphics on the internet can be used without permission

from the owner. Historical Characters had little impact on our American Society

as we know it. Navigation on the Internet is difficult when researching.

KnowledgeStudents will know…

SkillsStudents will be able to…

How research will be done in a manner that will not allow for copying original work (plagiarism).

That information for historical characters will reflect accurate contributions in a progressive timeline.

How to procure and embed graphics in a project for the historical characters with understanding of copyright laws.

How to find, organize, and paraphrase information for the purpose of creating a profile of a particular historical character.

How to navigate the Web 2.0 tool of FAKEBOOK to create a profile of a historical character.

Gain specific knowledge of all historical characters based on the Social Studies Standards for Third Grade in Georgia, and demonstrate this proficiency in an assessment.

Utilize the Curated Toolkits as a resource for grading examples. Create a FAKEBOOK profile on a historical character with all

elements exhibited. Navigate the Internet for resources; graphics, information, and

specific contributions from each historical character. Demonstrate proficiency in navigating the Internet through

trusted sites for research. Utilize writing strategies for first-person narratives when

completing a progressive timeline for historical characters. Write a reflective essay on lessons learned, and then undergo a

classroom survey on the effectiveness of the unit. Demonstrate the ability to produce a historic sequential timeline

with dates, events, and the effect on American history. Demonstrate the ability to present the Fakebook profile to the

class to demonstrate knowledge gained during creation of project.

Utilize the Assessment Rubric as a guide to help with creation of Fakebook profile.

Assessment Evidence (Stage 2)Performance Task Description

Students will understand that the internet has infinite resources. Students will demonstrate ability to navigate the internet. Students will provide an example of a FAKEBOOK profile for the historical character studied. Students will produce a first-person narrative example on their profile to support their historical timeline. Sequential historic events, dates

provided, and impact on American history. Students will utilize online resources from the curated toolkit when creating their FAKEBOOK profile. Students will also be responsible for

finding other sites that are relevant to the profile creation. Students will procure and embed graphics appropriately to support their historical character’s life and contributions. Students will be able to demonstrate understanding of their historical character through an assessment. Students will be able to present their project to the class demonstrating knowledge of their historical character used. Students will be able to write a reflection and take a survey on the effectiveness of the unit’s instruction.

Other Evidence Padlet discussions (question/answer). http://padlet.com/mmhil12/sgn3vm9z3jcu VoiceThread interaction for knowledge of Historical Characters: https://voicethread.com/share/6789284/ Interactive discussions with class/ collaboration on creation of projects. (formative assessment) Ability to use the internet in a manner to navigate and explore. Utilization of Curated Toolkits for resources of historical characters and grading criteria. Review of first-person narrative examples in posts for progressive historical timeline. Completion of project-based learning (FAKEBOOK) and participation in actual presentation of project.

Assessment Assessment on Historical Characters used in project Online Evaluation Survey – Effectiveness of Technology Enhanced Unit Application participation in student’s own classroom (presentation of FAKEBOOK historical character project)

Learning Plan (Stage 3) Continuing Use of FAKEBOOK for Historical Characters In Georgia Social Studies (3rd grade)

Students will begin the technology enhanced unit by the introduction of FAKEBOOK, a Web 2.0 tool. Teacher will lead students through the site to create a unique URL for their implementation of FAKEBOOK. Students will explore and navigate through the Curated Toolkits provided as a resource for Social Studies standards concerning historical

characters. Students will independently navigate a Research website to assist with plagiarism and copyright laws. http://eaglesdc.weebly.com/ Students will begin research for the historical character assigned. (Character traits, friends, occupations) Students will engage in discussion on the Padlet application by demonstrating understanding through a lesson debrief. Students will conference with instructor for a Check-In for Phase I (creation of Character traits, friends, occupations posting). Students will navigate the Internet to procur and embed graphics; photos and videos to support their historical character on their profile. Students will work in partner groups to critique and peer conference on historical character FAKEBOOK project. Students will utilize the application of Padlet for questions and teacher interaction concerning the project and peer conferencing.

Students will undergo a LearnZillion lesson on Writing for progressive timeline (Narrative First-Person). https://learnzillion.com/assignments/J3QY42M

Students will begin using their organizational skills in writing to complete a progressive historical timeline based on their character. Facilitate discussion with small group scenarios on modeled first-person narrative writing. Students will present their project to the class. Students will utilize VoiceThread to demonstrate knowledge gained during instruction on Historical Characters:

https://voicethread.com/share/6789284/ Formative Assessments during interactive/ collaborative discussion on creation of project. Evaluation/ Assessment will be given.

Evaluation/AssessmentTechnology Enhanced Curated Toolkits Unit   EVALUATIONThis unit was useful and informative. *

Strongly Agree Agree Neutral Disagree Strongly Disagree

The unit seemed planned and well organized. *Strongly Agree Agree Neutral Disagree Strongly Disagree

I actively participated in the unit and presentations. *Strongly Agree Agree Neutral Disagree Strongly Disagree

I feel the Technology Enhanced Curated Toolkit Unit will benefit my future use of the internet for research. *Strongly Agree Agree Neutral Disagree Strongly Disagree

I would like to continue to use FAKEBOOK as a resource for the 3rd grade Social Studies Standard of Historical Characters. *Strongly Agree Agree Neutral Disagree Strongly Disagree

Technology Enhanced Curated Toolkits Unit  ASSESSMENT  SURVEYWhat are the instructional benefits to learning appropriate research skills? *

How did the Web 2.0 tool of Fakebook help when creating your historical characters profile? *

Do you see any limitations to the Curated Toolkits when using them for the project? *

What is important when researching on the Internet? *

What would you like to know more about, in regards to the continued use of FAKEBOOK for this particular project-based learning expectation? *