Transcript
Y.U.R. Web Design WOW! Unit Plan
During this apprenticeship students will learn about Web 2.0 and Social Networks. More specifically,
students will learn what it takes to build an online community as well as the design features that include
how attract peers an online community. In doing so, students will build a simple website and learn how to
add features like games, blogs, surveys, chat forums, pictures and more to a site.
KEY SKILLS AND OUTCOMES FOR STUDENT LEARNING- STANDARDS
Computer Science and IT Standards 21
ST
Century Skill(s)
CS. CSITS.1 Citizen schools students will investigate and
apply concepts used to design web pages and media tools.
a. I can describe the major elements of the Internet, including web
pages (forms, text, graphics, client-and sever-side scripts), and
hypermedia (links, navigation, search engines and strategies,
interpretation, and evaluation.)
b. I can explain the roles of different organizational elements of
the Internet, including - but not limited to - web pages (forms, text,
graphics, client-and sever-side scripts), and hypermedia (links,
navigation, search engines and strategies, interpretation, and
evaluation.)
c. I can demonstrate creativity in web design (e.g., organization,
formatting)..
f. I can design web tools and pages using technology resources
that demonstrate and communicate varying concepts. (WOW!)
g. I can employ existing web resources (e.g., e-mail, blogging,
discussions forums, Web environments) to collaborate in computer
science problem- solving.
h. I can present self-developed web pages and tools that
demonstrate and communicate varying concepts to diverse
audiences. (WOW!)
Oral Communication: The ability to speak to an
audience with confidence using eye contact and
body language speaking to groups, demonstrating
confidence, speaking more comfortably in front of
an audience, developing coherent and well-
organized content.
Technology: The ability to identify and use
technology as a tool
Leadership: The ability to make decisions, establish
goals, volunteer to help other students, role model
by focusing on and completing work, following
directions, and guiding others to do so.
CS.CSITS.4 Citizen schools students will assess the effects of
systems and networks on people and society.
a. I can analyze the ethical, legal and social implications of
computing, including privacy, security, intellectual property, reliability
of information on the Internet, and benefits and drawbacks of public
domain software.
b. I can judge the ethical, legal and social implications of
computing,
c. I can compare and contrast humans and machines in terms of
decision-making processes.
CS.CSITS.5 Citizen schools students will compare and contrast
the ways in which computing enables innovation in other fields.
a. I can make comparisons between skills learned and identified
careers in computing, including - but not limited to - information
Online communities are all about
“Sharing, Communicating, and
Engaging.” Through a general
introduction and discussing existing
examples of social networking online,
this important lesson lays the foundation
for what students should desire their
online communities presented for the
WOW! ceremony to be.
WOW! Scaffolding
technology specialist, Web page designer, systems analyst,
programmer, and CIO.
COLLEGE/CAREER CONNECTIONS
For this apprenticeship, college/career connections are specifically emphasized on Weeks 6-8 (see Scope and
Sequence below). Though such connections are not specifically referenced as standards or objectives for each
week, Citizen Teachers are strongly encouraged to make connections as the opportunities to do so present
themselves in their weekly interactions with students. During the planning and preparation for each lesson,
the CT should consider how their specific career and/or college experience can be tied into the lesson.
GUIDING QUESTIONS
Guiding questions are questions that generally do not have one right or wrong answer but rather serve to tie together the concepts
related to the topic of study; help create relevance and engagement; and result in students’ learning technical knowledge and skills
combined with conceptual understandings.
1.) How are online communities similar and/or different from other types of communities?
2.) How do online communities foster “sharing”, “communicating”, and “engagement?”
3.) What are my moral obligations as the creator/contributor of an online community?
WOW! DESCRIPTION
Through a series of lesson activities that “lift the curtain” for students to see the inner workings of the internet,
apprentices will create their own functional social networking site that emphasizes “Sharing, Communicating, and
Engaging.” The site will include the opportunities for friends to create profiles, play games, take surveys, read blogs,
create avatars, and chat in discussion forums. For the WOW! ceremony, students will exhibit their online community –
and all of its features - for parents, teachers, and friends. Students will also be expected to have in-depth knowledge of
how these features were designed and the role they plan for online communities.
MATERIALS and Pre-Planning
1. Pre-Developed Avatar to showcase as an example to students.
2. Computer with display monitor for teacher/student modeling
(e.g., Smart Board)
3. ______ of computers with Internet connection (per student)
4. 10-12 True/False Statements
5. 1 bag of multi-colored starbursts
6. 10-12 notecards with the letter “T” largely displayed
(one per student)
7. 10-12 notecards with the letter “F” largely displayed.
(one per student)
8. Smart Internet Pledge
9. Functioning Web Camera
10. Worksheet Activities from the following websites (per
student):
http://cybersmartcurriculum.org/assets/files/activitysheets/6-
8/Who_Me_Why_Should_I_Care.pdf
Copyright Violations and Plagiarism (Website on Lesson 4)
Personal and Private Information Worksheet (Website on Lesson 3)
11. Plagiariam Scenarios Review (Developed by teacher)
12. Career Connection Activity Materials (Dependent on nature of
teacher-designed activity.)
WOW! Scaffolding
13. Career Connection Activity (Planned and developed by teacher.)
14. Developed list of 10-12 “review questions” that pertain directly to WOW! and class expectations
discussed with students. (Deveoped by teacher)
15. WOW! Introduction Information, Class Expectations Overview (Developed by Teacher and used
for apprenticeship introduction)
16. Writing utensils for students
17. Display screen connected to teacher computer for modeling (e.g., Smart Board)
As a way to reinforce idea of online community, the CT should create an online community for students. This will serve
as the communication tool for students. Relevant websites, session instructions, and links to examples of student work
might be appropriate materials to include on these websites. In addition, class instructions, web links, and other things
can be e-mailed to students as a way for web usage skills to be that much more reinforced. Check with the Team Leader
first to assess level of computer and email access for students.
Y.U.R. Web Design - Lesson 1
Students will be introduced to the expectations for the apprenticeship and
WOW! If time permits, students will also begin construction of their personal
avatars.
• Summarize the major goals for online communities
• Identify examples of online communities that successfully
demonstrate “sharing”, “engagement”, and “communication.”
• Create an avatar that successfully embodies creativity, unique
design, and connects to student interests.
I Can (Learning Objectives)
CS. CSITS.1 Citizen schools
students will investigate and
apply concepts used to design
web pages and media tools.
“I Can” Skills:
a. I can describe the major
elements of the Internet, including
web pages (forms, text, graphics,
client-and sever-side scripts), and
hypermedia (links, navigation,
search engines and strategies,
interpretation, and evaluation.)
Connection to Guiding Questions
CSITS Standards
Online communities are all about
“Sharing, Communicating, and
Engaging.” Through a general
introduction and discussing existing
examples of social networking online,
this important lesson lays the
foundation for what students should
desire their online communities
presented for the WOW! to be.
The Road to WOW!
Lesson Snapshot:
1. Hook/Introduction: Do Now (15)
2. The WOW! & Working Together (25)
3. Your Online Identity (40)
4. Assessment: Exit Ticket (10)
Vision for Student Mastery:
Various oral assessments will be given throughout the lesson as
consistent “check points” for understanding (for example, a “True/False
Card Activity.”) At the end of the lesson, students
will be given a “mini-quiz” of answers to review questions that specifically
relate to class expectations and online responsibility. Student answers to
these questions will serve as their “exit slips”
out of class. (Students should turn in completed answers
to teacher upon their exit of the classroom.)
Preparation:
1. Large index cards for name tents
Pre-Developed Avatar to showcase as an example to students.
2. If possible, computer with display monitor for teacher/student modeling
(e.g., Smart Board or projector )
3. ______ of computers with Internet connection (per student)
4. Plan for saving student work
5. Copies of the Smart Internet Pledge (per student)
How are online communities similar
and/or different from other types of
communities?
What are my moral obligations as the
creator/contributor of an online
community?
How do online communities foster
“sharing”, “communicating”, and
“engagement?”
Y.U.R. Web Design - Lesson 1
1. Do Now: Imagine a world without Facebook or MySpace. What are the things you would not be
able to do as easily?
2. Teacher Introductions: Citizen Teacher(s) introduces self and and one of their teachers over the
next 10 weeks. Share one reason why you chose to volunteer as a CT and what you’re excited to
teach students. The TL should also introduce self as a co-teacher of the apprenticeship.
3. Hook Students: Have students share out their responses to the Do Now.
a. Discuss with students the following questions by having 3 -4 different student volunteers answer
the following questions (be sure to allow students time to answer questions themselves before
answering question:
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c. What could be examples of REAL WORLD social networks that people have? (families,
communities, classes, etc.)
4. Student Introductions: Before we get into our lesson today, we need to get to know you a little bit.
First, make a name tent and place on your desk so we can learn your names. Now, can each of
you quickly go around the room and tell us one reason you signed up for this apprenticeship.
(Listen for students’ reasons and try to weave those into the Apprenticeship introductions).
5. Transition: Great. It sounds like you all already are familiar with online social networks. In this
apprenticeship, you’ll be creating your very own online community, and I think you’re going to
get a lot out of this apprenticeship. Now let’s talk, specifically, about what the apprenticeship and
WOW! are going to involve, and what we have to do to get there....
(Note: Another variation of this is to have various social networks uploaded onto a classroom computer
presentation screen to quickly demonstrate what an “online community” is. After you all demonstrate their
features, you might say to them, “By the end of 10 weeks, you will use all of your new knowledge to create
one of these!” This is a good way to lead into a discussion of the specifics regarding the WOW!
Presentation”)
The Hook/Introduction - 15 minutes
1. Introduce the Apprenticeship: At this time, explain to students what the WOW! is going to be. You should
use the information on the unit plan as a guide to help you talk through the main points of what students
will be expected to do for the WOW! and the major steps they will be taking to get there.
2. Explain social networking and the three purposes: You will each be creating your own website that is
an online community, a social network. There are three things an online community should
provide: sharing, communicating and engagement.
Check for Understanding: What should online communicates provide? Great, let’s talke more
about what these mean:!
How can an online community share? (How does Facebook, for example, share?) (Facebook allows
members to share photos, songs, feelings, etc. with other connected people who are interested.)
How can an online community communicate? (How does Facebook, for example, share?) (Facebook
allows members to communicate through messages, posted contact information, etc.)
How can an online community engage? (How does Facebook, for example, engage?) (Facebook allows
members to play games, take surveys, answer questions about topics, discuss, etc. anything that
will get members to stay on and interact with the site.
The WOW & Working Together - 25 minutes
Student
Action
During this time,
students will be
actively listening
(eyes on
speaker) or
answering the
questions
provided, as
called upon.
Student
Action
Students will
actively
discuss with
teacher
answers to
the provided
questions.
1. Set Apprenticeship Expectations: We are going to have a lot of fun together and I am looking
forward to teaching you web design. In addition to learning how to create your own
website, you’re going to build a social networking site that will help your school or
community. To ensure we make the most of our time together, we have expectations
for how we will interact with one another during Apprenticeships.
Do we have any returning Citizen Schools students who can share with us an
important rule for how we work with each other during apprenticeships? Take a couple
of examples and weave it into your list of expectations. Ask your TL how to best set up this
conversation and agree with your TL on the list of expectations for student behavior and
participation.
2. Check for Understanding: At this time, ask questions from your pre-developed list to ensure that
students understand important points surrounding class expectations and the WOW!. You may
choose to call on students at random or select volunteers.
3. Check for Understanding: At this time, gauge students’ understanding of the WOW and the
basic concept of what they will be doing? Use this to excite and rally students to stay on task
and come to apprenticeships ready to learn.
4. Transition: With that done, let’s go ahead and begin creating our online communities!
Remind me again: What are our three goals for an online community? We want it to
(pause) Communicate (pause) Engage (pause) and (Share) The first way we’re going to
get started doing these things is by creating AVATARS!
!
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"#$%!#&'(&)!*#++$&(,()-!,./,!0#$!1)-(2&!3(''!./4)!,#!1#!,.)-)!,.%))!,.(&2-5!/&1!,!(-!+0!%)-6#&-(7('(,0!,#!-.#3!0#$!.#3!(,8-!/''!1#&)9''
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Transition: Before we get there, we have to lay the groundwork for what I expect from you in this apprenticeship,
and what you can expect from me.
This should be a discussion about the “ground rules” or “class expectations.” (These should be personally
developed by the teacher.) Be sure to emphasize that these will be important for successfully completing the final
product and presentation.
Finally, because we will be working online constantly, there are some expectations about working with computers
that must also be discussed: The Smart Internet Pledge.
We will read this out loud together. Then you will sign, I will sign it, and we will have this as a record of our
commitment to make smart choices using the Internet.
At this time, the teacher will have a different student read each online statement from the pledge out loud for the
class. The teacher should address any clarifying questions, confusing words, etc. The teacher will then read each
statement for the teacher’s portion of the pledge.
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1. Direct Teach: What are avatars and why are they important in web design? So what are
avatars? An avatar is basically who you are in the virtual world; who you are online. It
is a computer user's representation of himself/herself or alter ego whether in the form
of a three-dimensional model, a two-dimensional icon (picture), or a one-dimensional
username used on Internet forums and other communities.
Before you all create an online community, you have to create an online identity. One
way to do so is to create an avatar, which is the first feature that you will add to your
Social Network site.
You might want your AVATAR to reflect one of your interests that you might center
your online community on. An avatar can free you to use your imagination and create
a virtual self. Here are some sources for you to use to create your avatar.
:9 Model an Example: At this time, display examples of your own developed Avatars for students
to see. Be sure to make the connection between your designed avatars and the interests of their
online communities. (For example, if an online community is for individuals interested in
soccer, the avatar might be holding a soccer ball.)''
'
;9 Scaffold for Students: Now, it’s time for you to design your own. There are multiple ways you
can you create your avatar. You can create a hero, for example, using the “Hero Factory” tool.
It’s up to you! Be creative, but also represent what you think your online community might be
about! Let’s first review some resources and expectations for computer use.'
'
Student
Action
During this time,
students will be
either actively
listening (eyes
on speaker) or
answering the
questions
provided, as
called upon.
Student Action
During this time,
students will be
actively listening
(eyes on speaker)
or answering the
questions
provided, as
called upon.
The WOW & Working Together, con’t
Your Online Identity- Avatars – 40 minutes
Connection to WOW! - As you will be expected to display your online communities for the WOW!,
we have to first create an avatar that will attract other people online to your community. I saw some
interesting avatars created today, and we’re going to continue developing your avatars during the next
session.
Assessment (Closing Ritual):
Exit Ticket:
On your note card, write your name at the top, and then answer these questions (It might be easier to
have these questions already developed and posted somewhere):
1. What three things do good online communities do?
2. How do you envision your own online communities doing these things?
3. What is an avatar?
Upon collecting these exit slips before the student leaves, the teacher should review the note
cards to determine if there is any concept that needs to be clarified the next day for particular
students.
When we use the computers we have three rules:
1. All work must be related to the apprenticeship. No web surfing, checking
email, etc. If we’re not on task, you’ll lose computer privileges
2. Save everything! (at this time explain how students where students will save to)
3. Ask a neighbor for help first before asking me.
Also, we need to be safe online. Review the safe internet pledge and have students sign it
These are the resources and websites we’ll be using today to design our Avatars
(Note: write the following websites down for students to use in designing on a large display. Also
note that these different features will require different levels of navigation to successfully design the
avatar. It may be worth experimenting with each of the avatar-design websites below to answer any
questions that may come up with students.)
http://cpbintegrated.com/theherofactory
http://doppelme.com/ * Needs webcam
http://www.gizmoz.com
Circulate as students are working and check their progress. For students who finish early, establish
a set of acceptable activities students can do when they are finished.
IMPORTANT: ensure that students download their created avatars for later use! This could be on either a flash
drive, a network “common drive”, or another tool approved and accessible to the teacher and student.
Transition: We’re about finished for the day, but we have some last things to do…first, who can tell me what
an avatar is and why it is important to our task of building our own online community?
Student Action
During the “Exit
Ticket” activity,
students will
answer each
question silently.
As students finish
answering the
prompted
questions, they
should turn in their
exit tickets.
Student Action
Student will be actively
involved in designing
their own personal
avatars.
Ensure students are not
checking other websites,
emails, etc.
Connection to Wow! & Closing - 10 minutes
Your Online Identity- Avatars , cont’d
Y.U.R. Web Design – Lesson 2
Students will construct two-dimensional avatars and other parts of an “online
identity” that will be a feature of their designed online communities.
• Summarize the major goals for online communities
• Create an avatar and the initial features of an online
community that successfully embodies creativity, unique
design, and connects to student interests.
I Can (Learning Objectives)
CS. CSITS.1 Citizen schools
students will investigate and
apply concepts used to design
web pages and media tools.
“I Can” Skills:
a. c
an describe the major
elements of the Internet,
including web pages (forms,
text, graphics, client-and
sever-side scripts), and
hypermedia (links,
navigation, search engines
and strategies,
interpretation, and
evaluation.)
b. I
I can demonstrate creativity
in web design (e.g.,
organization, formatting)..
How are online communities similar
and/or different from other types of
communities?
How do online communities foster
“sharing”, “communicating”, and
“engagement?”
Connection to Guiding
Questions
CSITS Standards
Part of having an online community is
having an online identity that navigates
that community. Avatars are one way to
represent one’s identity in a web forum
or community. As part of the WOW!
product, students will be expected to
construct a two-dimensional avatar and
identity that will be a feature of the
online community. Students will learn
how to create avatars in this lesson.
The Road to WOW!
Lesson Snapshot:
1. Hook/Introduction: Do Now/Avatar Review (15)
2. Class OLC, Student ID’s (20)
3. Avatar & Online Profiles (20)
4. Creating Your Online Community (25)
5. Assessment and WOW! Connection (10)
Vision for Student Mastery:
Student mastery of the knowledge presented today will be
evidenced by 1) successful use an and production of emails with
other classmates 2) progress made on their online communities
that reflect the discussed OLC principles (engagement, sharing,
and communicating). Their web progress will also shed light on
their understanding thus far of what it means to be a responsible
online user.
Preparation:
1. Computer with display monitor for teacher/student modeling
(e.g., Smart Board)
2. ______ of computers with Internet connection (per student)
1. Do Now: We’re going to first review some of the things we learned from the last session. Let’s discuss
two questions:
What are we creating for the WOW! (Online communities) (What are three things that this project should
be able to do? (Share, Engage, and Communicate)
During the first session, we created avatars to begin the design of our online communities. What is an avatar?
Who can remind me of one of the class expectations we discussed during the first session?
2. Connect to last week’s lesson Let’s look at some of the avatars you all were able to create. Would anyone like
to share? Let’s have at least 2 volunteers.
Feature student examples of avatars on large display screen. Students should be able to explain the interests around
which their online community will be built and how their respective avatars pertain to those interests.
3. Frame objectives for the day: Great! Thank you all for sharing! We’re off to a great start with our online
communities. Today, I’m going to introduce to you all the online community for this class. This is how we’re
going to be able to communicate with each other as a class. This is also where you all will be able to access
information about assignments and other important information. Let me show you how to use this, then
you’ll get some practice using it. Finally, we’ll turn our attention to finishing up our avatars and initiating
the foundation our online communities. Those are our major goals for the day.
The Hook/Introduction - 15 minutes
1. 1. Introduce Students to the Class’ Online Community
Let’s start by going to this site:
https://sites.google.com/a/isaacnewtonnyc.com/home
(Note: You may want to have this website pre-posted somewhere in the class for students to see.)
Once students reach the site, explain and model how students can access URLS that will be used for each
as well as each day’s activities. Model specific operations, one at a time, and then allow students time to
practice performing the same operation after each specific one is explained.
Next, give students “ID’s” for their online communities. Explain to students that these ID’s will be used
especially for e-mailing and will serve as their “identities” for this class’s online community. This
feature should be pre-designed by CT.
After you set up your ID’s, I want you to practice using the e-mailing feature by e-mailing
three students in the class the following type of message:
Be creative and explicit with the type of message students should send to their classmates, related to
the apprenticeship.
3. Check for Understanding:
What features of online communities would e-mailing support? (Communicate, Sharing)
Remind me again of what kind of information you will be able to find on the class’s online
community?
Our Class Online Community - 20 minutes
Student
Action
Students will
be actively
involved in
discussing the
questions
prompted by
the teacher.
Other students
will be
listening
attentively as
comments are
offered.
Student
Action
Students will
practice using
their online
ID’s for the
class
community.
Students will
also practice
e-mailing by
e-mailing
students in
the class as
prompted by
the teacher.
2. Students will set up their ID and practice using the email feature:
2007
Student
Action
Students will
begin working
on their OLC’s,
and in doing
so, finalize a
theme in which
to ground their
communities.
Students will
first have the
option of
visiting
students’ sites
to get an idea
of the OLC
themes that
have been
created in the
past.
2. Model: Let me show you an example of what I’m talking about. Show example of online personality
that goes along with profile. Highlight how the avatar represents the profile and how they match
3. Students create profiles: Now you are going to use your avatar and create a profile for your online
personality. We’ll do this by creating an account at https://www.google.com/accounts. From Accounts
we will link to http://www.google.com/profiles where we will complete your online persona.
Note: Assist students appropriately as they set up accounts, profiles, and avatar photos. Teacher
should also remind students of the purpose of this activity (Students are creating profiles that represent
their online identities, which in turn, represent the leader of what will be their established online
communities.)
Transition: Now that you have your profiles, let’s get started on actually building the online
communities!
Avatar Profiles- 20 minutes
1. Review Examples: Now that we have way to communicate with one another (our class
community), we have avatars and profiles (our online identity), we are ready to create your
individual online communities. Before we begin establishing our own sites, I want you to take 5
minutes to visit the sites of former students to get ideas of what an online community looks like
here: https://sites.google.com/a/isaacnewtonnyc.com
2. Establish Online Community Themes: Based on what you’ve seen, what are some ideas that
you’re thinking about as a theme for your website? List ideas for themes on the board and use
this opportunity to help students frame what is appropriate. Also, use this opportunity to help
them think of a theme that helps someone else in some way.
Give students 10 minutes to silently brainstorm some of the ideas that they have as a theme for
their websites. Have students provide a written description of what they want to share,
communicate and engage people around. As students are working, the CT and TL should be
circulating. When the 10 minutes are up, do a class whip-around and write down the themes
students chose for their online communities. Use this opportunity to 1) group students with like
themes near each other and for the rest of the semester; and 2) note any student who maybe is
not clear or does not have a compelling or appropriate theme.
3. Verify and Sign off on Themes: Once you’re confident that every student has a good theme, send
them to get started. You will work individually with those who need more guidance.
Now let’s go to https://sites.google.com/a/isaacnewtonnyc.com to being building our site! (Students will
have fifteen minutes to begin building their site.)
4. Transition: I’m glad some of you got a great start on building your site, but now let’s bring
the session to a close by evaluating our WOW! progress and having an informal assessment. !
Creating Your Online Community - 25
minutes
Student Action
Students will
listen attentively
as example of
online
personality and
profile is
explained.
Students will
then transition to
designing their
own profiles as
part of their
online
community.
1. Transition: Now that you know where to find the assignment and instructions for each class
(our online communities), we’re going to turn our attention to finishing completing our
online identities by making a profile for ourselves. We have the avatar, but we need to be able
share our background? What are our online personas interested in? What do they do? What
are their dreams?
Connection to WOW! - Today, we did several things. You all received your online ID’s and e-
mail accounts, you practiced e-mailing. (What feature of online communities does e-mail
accounts foster? Sharing and Collaborating.) And you got a good start on building the layout of
your online communities and thinking about the connections to your theme. At this time, I want
to finish the session with at least two students coming up for the class and presenting the ideas
they’ve come up with for the layout of their OLC (online communities), their profiles, and how
these connect to their selected theme. Remember that you ALL will be doing this, but in more
detail for the WOW! So practice now!
Assessment:
To get a feel for where people are after today, I’d like about 3 or 4 volunteers to share
the profiles and OLC work that you’ve completed thus far. In your presentation, I want
you to walk the class through your thought process of why you chose to include what
you did and what your ultimate goals are for your online communities.
As various students volunteer, the teachers should pay close attention to evidence of
students recognizing importance of OLC’s being tools of sharing, communication, and
engagement. This is also a time to verify students’ understanding of their
responsibilities as online users.
Student Action
Students will
listen attentively
as the WOW!
connection is
explained.
Students will
either volunteer
(or listen
attentively) as
volunteers share
their profiles and
OLC work that
they have
completed with
the rest of the
class. .
WOW! Connection and Assessment - 10 minutes
The Hook/Introduction - 15 minutes
Y.U.R. Web Design – Lesson 3
In this session, students will learn how to use e-mail as a way to connect
with friends and how e-mail will be used to facilitate project completion for
the apprenticeship.
• Summarize the major goals for online communities
• Explain the role of e-mailing in fostering collaboration,
communication, and engagement.
• Apply knowledge of e-mailing by using it as a tool with other
classmates.
• Compare and contrast personal and private information as
Information to be included online.
CS. CSITS.1 Citizen schools students will
investigate and apply concepts used to design
web pages and media tools.
“I Can” Skills:
g. I can employ existing web resources (e.g., e-
mail, blogging, discussions forums, Web
environments) to collaborate in computer science
problem- solving.
CS.CSITS.4 Citizen schools students will assess
the effects of systems and networks on people
and society.
“I Can” Skills:
a. I can analyze the ethical, legal and social
implications of computing, including privacy,
security, intellectual property, reliability of information
on the Internet, and benefits and drawbacks of public
domain software.
b. I can judge the ethical, legal and social
implications of computing,
CS.CSITS.5 Citizen schools students will compare
and contrast the ways in which computing
enables innovation in other fields.
I Can” Skills:
a. I can make comparisons between skills learned
and identified careers in computing, including - but
not limited to - information technology specialist, Web
page designer, systems analyst, programmer, and
CIO.
CSITS Standards
As a way to facilitate dexterity with
online tools, students will be given
specific apprenticeship information,
including WOW! information, via e-mail
from Citizen School teachers. For this
particular session, students will learn
how to use e-mail as such a tool as well
as how e-mail is another online feature
that can connect friends and facilitate
online community building.
The Road to WOW!
How are online communities similar and/or
different from other types of communities?
What are my moral obligations as the
creator/contributor of an online community?
How do online communities foster “sharing”,
“communicating”, and “engagement?”
Guiding Questions
I Can (Learning Objectives)
Lesson Snapshot:
1. Hook/Intro: Peer Feedback (15)
2. Building Your OLC (40)
3. Smart Internet Users (20)
4. Assessment and WOW! Connection (15)
Vision for Student Mastery:
Mastery of the how to use e-mail as a tool and students’ ability to
provide constructive feedback will be evidenced by the successful
exchange of such feedback via e-mail with other classmates as well
as the student evaluations of other classmates’ OLC’s at the end
of class. Student understanding of the responsible use of the
internet will be evidenced by successful and thorough
completion of the worksheet attached
(along with a class discussion.)
Preparation
1. Computer with display monitor for teacher/student modeling
(e.g., Smart Board)
2. ______ of computers with Internet connection (per student
3. “Private and Personal” Worksheet (per student) found at
http://cybersmartcurriculum.org/assets/files/activitysheets/4-
5/Private_Information.pdf
1. Frame the lesson: Today, we’re going to focus on two things: getting more done on the
design and layout for your online communities. Some of you got a good start during the
last session, and some of you are still getting there. Most of the class today will be self-
directed. That is, you all will have about 45 minutes to make some significant progress on
finishing the foundation of your online communities.
The other item we’ll be discussing are the things we are responsible for doing as online
users. We discussed this during the first session, but we’re going to take a closer look at it
today. There are some things that mature and responsible people do and don’t do when
they use the internet a lot.
2. Connect to previous lesson : I want us to review a little of what we did during the last
session. To do this, I have an assignment for you. On your own, I want you to send an e-
mail to two people in the class explaining to them the theme you’re thinking about for
your OLC’s (Take no more than 5 minutes). When you send your e-mail, check your own
to see who sent you e-mails. Then provide feedback to those who sent you e-mails that
answers the following question (this should take no longer than 5 minutes):
1) What are some ideas you have for making that person’s theme interesting and
engaging for those a part of his community? What colors, pictures, text, or
titles might be used to attract people their community?
Note: Who will be sending e-mails to whom will probably need to be a list that the teacher pre-
plans to ensure that everyone receives and sends about the same number of e-mails.
Now that you all have given and provided feedback, you will need to make a final
decision about the theme of your website. You all will have 40 minutes to work on your
website. While you do so, I will be coming around to record what you decided for your
theme. Before you turn to work on your online communities, however, be sure to check
your e-mail from us to make sure you have an understanding of the resources and
directions for today. Before we get started, I want to show you what I mean, model this on
the projector showing them where to get the directions and what exactly they need to do..
1. Monitor & Coach At this time, students will continue working on online community design,
including color, layout, etc. Teachers should ensure that students have completed their Google profiles
and that they have uploaded and edited their avatar images as a part of this profile. Tip: about 5
minutes into the independent work time, call the class back together and summarize on the board
what should be happening right now. Check for students’ understanding of the directions and be
prepared to pull back into a whole group if many students are either confused or off-task. This is a
highly self-directed lesson, so be aware of and monitor if students are on task and clear regarding
instructions.
2. Summarize Positives & Next Steps: While you were working, I noticed some really great
work…give examples that reinforce a great online community and the behavioral expectations you’ve
set. Then, outline what will be the next step during the next class.
3. Transition: As we all continue working on our community websites, there are some
important lessons regarding working online, whether it be web design, gaming, etc., that we
all need to know. We will be discussing these lessons as the apprenticeship progresses. The
first issue we have to make sure we understand well is that of safety and privacy while
working online.
Student Action
Students will
actively continue
the design and
editing of their
OLC’s after
checking their e-
mails for special
instructions and/or
resources from the
teacher.
Hook/Introduction - 15 minutes
Student Action
Students will listen
as objectives for
the day are
explained.
Students will be
actively involved
in evaluating other
themes selected
by students and
practice sending
e-mails to those
students to share
their feedback.
Building Your OLC- 45 minutes
2007
1. Introduce Need for Safety: As you all build your websites, invite friends, and add other
features to your OLC’s, you have to be very careful about what information you provide
about yourself and what information you ask of other people. There are two types of
information: personal information and private identity information. We’re going to discuss
the differences between these two.
2. Review Private/Personal Information: distribute a copy of the “Private and Personal” worksheet
to each student. When each student receives a copy, the have a different student read each of the three
introductory paragraphs. (discuss, explain and clarify as needed.)
After the reading, allow each student 15 minutes to individually work on the remaining
activities on the handout.
Hackers Before! Smart Internet User Here! - 25 minutes
Student Action
Students will
actively complete
the online
responsibility
worksheets as
dictated by the
instructions.
Student Action
Students will be
actively involved
in presenting their
collages to the
class AND in
orally evaluating
the degree to
which the collage
information of
their classmates.
is personal or
private.
Students will
listen closely as
the WOW!
connections are
explained.
Assessment: To gauge our understanding of what we mean by private and personal
information, I want five student volunteers to share their final collages. Each student will
come up and present their collages. After each presentation, the class will evaluate whether
or not the collages, in fact, included any private information that should not be publicly
shared on the internet. Who are going to be my brave volunteers?
This activity should take a total of 12 minutes with careful guidance by the teacher. (For example, the
activity might begin with the presentation, proceed with a class vote, and having various individuals
explain what they thought the personal information included was.)
Connection to WOW! – Today, we made some major progress towards our WOW! product.
You all got feedback on your theme and made final decisions about what your theme will be.
You all made some more headway in designing the layout and color scheme of your
websites, and finally, we all discussed what information is good to include and what
information is not safe to include when sharing information online. Don’t forget these things
as we move forward. Nice work!
!!
Connection to Wow! and Assessment - 15 minutes
Y.U.R. Web Design – Lesson 4
Students will create the basic website foundation on which their online
communities will be built. This website foundation will express student-
selected themes for their online communities.
• Summarize the major goals for online communities
• Identify examples of online communities that successfully demonstrate
“sharing”, “engagement”, and “communication.”
• Create a coherent, engaging theme which will serve as the foundation
and guidance for their online communities.
• Identify and explain examples of plagiarism and copyright violation in
designing an online community.
Objectives
CS. CSITS.1 Citizen schools students
will investigate and apply concepts
used to design web pages and media
tools.
“I Can” Skills:
a. I can describe the major elements of the
Internet, including web pages (forms, text,
graphics, client-and sever-side scripts), and
hypermedia (links, navigation, search
engines and strategies, interpretation, and
evaluation.)
b. I can explain the roles of different
organizational elements of the Internet,
including - but not limited to - web pages
(forms, text, graphics, client-and sever-side
scripts), and hypermedia (links, navigation,
search engines and strategies, interpretation,
and evaluation.)
c. I can demonstrate creativity in web
design (e.g., organization, formatting)..
f. I can design web tools and pages using
technology resources that demonstrate and
communicate varying concepts. (WOW!)
CS.CSITS.4 Citizen schools students will
assess the effects of systems and networks on
people and society.
“I Can” Skills:
a. I can analyze the ethical, legal and social
implications of computing, including privacy,
security, intellectual property, reliability of
information on the Internet, and benefits and
drawbacks of public domain software.
b. I can judge the ethical, legal and social
implications of computing,
CSITS Standards
Towards creating their online
communities, students will begin by
creating the basic website foundation
on which their online communities will
be built. This website foundation will
express student-selected themes for
their online communities. This will be
a major objective as future online
community features will be added to
this central foundation.
WOW! Scaffolding
Guiding Questions
! ! ! ! ! ! ! ! !
Lesson Snapshot:
1. Check E-mail and Intro (What do good OLC’s look like?)
2. OLC Design
3. Copyright and Plagiarism Activity (Worksheet and
Discussion)
4. Assessment and WOW! Connection
Vision for Student Mastery:
Various oral assessments will be given throughout the
lesson as consistent “check points” for understanding. At the
end of the lesson, students will be given a “mini-quiz” of
answers to review questions. These will serve as their “exit
slips” out of class. (Students should turn in completed
answers to teacher upon their exit of the classroom.)
Materials and Pre-Planning
1. Computer with display monitor for teacher/student modeling
(e.g., Smart Board)
2. ______ of computers with Internet connection (per student)
3. “Considering Copying”
Worksheet found at
HYPERLINK
How are online communities
similar and/or different from
other types of communities?
What are my moral obligations
as the creator/contributor of an
online community?
"http://cybersmartcurriculum.org/assets/files/activitysheets/6-8/Considering_Copying.pdf"
http://cybersmartcurriculum.org/assets/files/activitysheets/6-8/Considering_Copying.pd
Let’s start the day by you all checking your e-mail to see if there are any special directions are
resources you will need to complete the activities for today.
Students should take 5 minutes to check and read any e-mails.
Today, you all will be identifying successful examples of online communities that engage, share, and
communicate. In doing so, I thought we would showcase some examples of successful online
communities that do this. Some of these sites you may have heard of and other ones maybe new to
you. Either way, we’re going to look at what makes these websites so popular. How do they
communicate, engage, and foster sharing?
At this time, the teacher should use a large display board to showcase two popular online
communicates that demonstrate high levels of communication, engagement, and sharing
between users. These might include the following, for example:
• http://bulls.rozas.com
o Running with Bulls Social Network Site
One of the featured websites might be a yahoo group for example.
What made these online communities successful in terms of how they engaged, shared, and
communicated?
Allow 2-3 students time to provide answers. At some point , it should be explicitly
acknowledged that a part of what made these communities successful was that they
creatively organized around something that they were all interested in or had in common.
Transition: With this in mind, we are going to use the next 40 minutes to finalize our
avatars, our online identities and profiles, and finally, the layout, color, design, and THEMES
of our online communities.
The Hook/Introduction - 15 minutes
At this time, students will continue working on online community design, including color,
layout, etc. Teachers should ensure that students have completed their Google profiles and that
they have uploaded and edited their avatar images as a part of this profile.
Transition: The last thing we’re going to do for this session is revisit our conversation about
your responsibilities as online users and participants. Then we’ll do a final check-in and update
regarding the progress we’ve made towards our final WOW! product.
Modeling/Coaching - 40 minutes
Student
Action
Students will
be actively
involved in
continuing
design of
OLC’s,
including
addition of
profile and
avatar.
Student
Action
Students will first
check e-mails.
Students will
analyze the
OLC’s as
demonstrated by
the teacher.
Students will
actively discuss
with teacher the
answer the
prompted
questions as
way to clarify
understanding of
OLC’s.
! ! ! ! !
The last session, we talked about the importance of safety and privacy. We discussed that personal
information include things you might share on the Internet while private identity information are things you
don’t want to share online. Today, we’re discussing some things that are illegal on the web, but are things
that a lot of people don’t realize could get them in trouble.
Imagine that you own a business in which you have spent a great amount of time writing
and designing a Web-based game, only to find that someone else has copied much of
the game for their own site. Ask: Is this okay? Is it fair? Is it legal? Why do you think
this?
Solicit student 2-3 responses.
That’s what this lesson is about. There is a lot of information and visuals and pictures
and videos on the website. These things are oftentimes created by someone else. When
there are videos, photos, or other information that we use, we have to give the original
authors credit, especially if something is copyrighted. (Teacher may need to explain, in
very simple terms, what it means for something to be copyrighted.)
To demonstrate what it means to be fair to other people’s work, we’re going to let you all
discuss some scenarios. I’m going to divide you into pairs. Each pair is going to receive
a scenario. After you read the scenario, discuss with your partner whether or not you
think what the person did was fair or unfair.
• Distribute ONE COLUMN (pre-cut, five scenarios) from Activity Sheet 1.
• Have the student cut apart the five scenarios from Activity Sheet 1.
• Each pair should read, discuss, and organize them accordingly on a table or desk
(Fair or Unfair).
When you’ve decided how you want to organize the scenarios, raise your hand so that I
know you’re done.
When each pair finishes, have each group read a scenario and share with the class where
they placed it and why. Teachers should discuss with other class members any
disagreements, and the reasons for such disagreements. This segment of the activity
should take no more than 20 minutes.
The next thing we’re going to do is to read a little more about copyright, so that we can
figure out what we should do to add information to our websites so that we aren’t doing
anything that’s illegal or unfair to other people. Do I have any volunteer readers?
Teachers should ultimately have 5-6 readers to read each paragraph about copyright,
plagiarism, etc. (Teacher should discuss, explain and clarify concepts or ideas
as needed.)
Transition: So let’s wrap up...
Modeling - Scaffolding - Coaching - 35 minutes
Student
Action
Students will
complete copyright
worksheet activities
as instructed. Part of
these activities will
include organizing
scenarios according
to copyright violation
and explaining
rationale behind
organization to rest
of class when called
to do so. Finally,
students will read
with rest of class
about copyright law
and why it is
important.
! !
!
Connection to Wow! and Assessment - 10 minutes
Connection to WOW! – Why was what we did today important for our ultimate WOW! progress. To
begin with, we got some more work done on the design of our OLC’s. Also, we discussed some more
important information about what our responsibilities are as online users. For example, on next
week, I will be showing you all how to modifiy and incorporate visuals into your
OLC’s. You will have to use your knowledge of “Fair Use” for students,
copyright, and plagiarism to decide how to use online photos and visuals
responsibily. Speaking of which, we’re going to do one last review.
Assessment (Closing Ritual): I’m going to do read a scenario. After you hear it, I’m going to ask those
students who think it’s okay to raise your hands. Then I’ll correct students accordingly. Pay close
attention!
At this time, the teacher should read aloud the scenarios from Column 2 of the worksheet and proceed
with the activity as indicated.
Student
Action
Students will
listen attentively
as WOW!
connections are
explained.
Students will
listen to example
scenarios of
plagiarism and
raise their hand
if scenarios are
not examples of
copyright
violation. This
will be done as
form of review.
! ! ! !
Draft Texas Robotics - Lesson 1
Y.U.R. Web Design – Lesson 5
Students will focus on creating visual imagery and editing for their online
communities.
• Explain the role of appealing visuals in attracting members to an
online community.
• Apply knowledge of photo re-imaging by using this tool to make
final edits visuals for online community.
CS. CSITS.1 Citizen schools
students will investigate and
apply concepts used to
design web pages and media
tools.
“I Can” Skills:
c. I can demonstrate creativity in
web design (e.g., organization,
formatting)..
f. I can design web tools and
pages using technology resources
that demonstrate and communicate
varying concepts. (WOW!)
g. I can employ existing web
resources (e.g., e-mail, blogging,
discussions forums, Web
environments) to collaborate in
computer science problem- solving.
CSITS Standards
In order to present a creative online
community with interesting images for the
WOW! students will need to be familiar
with imaging, including pixel-recycling and
manipulating digital images. Students will
be introduced to these concepts and tools
in this session. They will also begin
imaging for their online communities.
WOW! Scaffolding
How do online communities foster
“sharing”, “communicating”, and
“engagement?”
WOW! Scaffolding
I Can (Learning Objectives)
Lesson Snapshot:
1. Hook/Intro (15)
2. Foto Flexing (20)
3. Building Your OLC (40)
4. Assessment and WOW! Connection (15)
Vision for Student Mastery:
Successful manipulation of images using fotoflexer will be
practiced (and proven) by the instructed manipulation of the
provided Isaac Newton and apple images. Students will also
need to show that they can successfully (and creatively) edit
photos, that which will be highlighted by the images included on
their OLC’s by the end of the session. Finally, students should be
able to articulate the role of interesting visuals in attracting
others to an OLC. This will be assessed at the end of the class
period.
Preparation:
1. Computer with display monitor for teacher/student
modeling
(e.g., Smart Board)
2. ______ of computers with Internet connection (per student)
3. Prepare Fotoflexer (see instructions in lesson)
Connection to Guiding Questions
1. Do Now: To begin, let’s start with our usual routine. Please check your mail, where you will
get your URL’s to be used for today (fotoflexer) as well as any other special directions.
Allow students 5 minutes to check their e-mails.
2. Frame the Session What we’re going to be focusing on today is how to design and edit
visuals to use for our online communities. Remember, a major purpose of the online
community is to engage, and one way to engage people are to include interesting things to
look at. For example, on which website would you probably spend most of your time, even if
you knew nothing about the website beforehand?
At this time, display multiple websites with varying levels of appealing visuals. Upon displaying these
websites, the teachers should field responses and questions from students about which websites are the
most interesting to them.
Thinking back to our last session, however, what would be some irresponsible ways of using
visuals on a website? Give me some examples of what would not be an ethical or moral way
of using visuals for one’s online community?
Use this opportunity to review knowledge of last session on online responsibilities, as evidenced by
student responses.
3. Transition: With this in mind, I’m going to show you how to incorporate high-quality and
interesting visuals in your online communities, then I’m going to give you time to incorporate
them on your own online communities.
The Hook/Introduction - 15 minutes
1. Introduce the FotoFlexer: The tool we’re going to use to make interesting visuals is a tool
called fotoflexer. To introduce this to you all, everyone is going to watch a 7-minute video
demonstration, found here: Show FotoFlex demos : http://fotoflexer.com/demos/alienFaceHiRes.php
2. Students Practice: To practice these concepts, I want you to now use what you learned to try it
yourself! Here is specifically what I want you to do.
Below is an example of an activity one could have students to do to practice using fotoflexer. It will be
necessary to design your own basic activity for students to complete for this part of the lesson.
http://blog.lib.umn.edu/carls064/freealonzo/apples.jpg
http://idology.files.wordpress.com/2008/12/isaac_newton_hd.jpg
o Use Google Image Search to find a picture of 1. Sir Isaac Newton and 2. an apple in a
tree or orchard.
o Load photos in to FotoFlexer with "grab from web"
o Arrange pictures side by side
o Change Sir Isaac's hair and lip colors with "smart recolor"
Student
Action
Students will
first watch
tutorial video
to learn how
to use the
fotoflexer tool
for imaging.
Students will
then actively
complete the
scaffolding
activity to
practice the
fotoflexer tool.
Student
Action
Students will first
check their e-
mails.
Afterwards,
students will
actively discuss
with teacher
answers to the
prompted
questions. Their
answers will
depend on their
assessment of
the example
websites and
their knowledge
of online
responsibility.
Foto Flexing – 15 minutes
Crop out background with "smart scissors"
o Add Animated eyes and join layers
o Now edit Apple picture by using Bulge tool to make apples bigger. and change
colors using Saturation.
o Put the pictures together!!
Now that you have the knowledge to incorporate visuals into your own communities, I’m
going to give you time to work. Don’t forget that visuals must somehow relate to your
theme and be engaging. But also, don’t forget what it means to act responsibly as an
online user.
2007
Connection to WOW! - We are now halfway through the apprenticeship, and you all have made
some important progress in designing your OLC’s.
Assessment: The two big objectives of today were to have you all be able to explain the role of
appealing visuals in attracting members to an online community and be able to apply knowledge
of photo re-imaging by using the fotoflexer tool to edit visuals to include on your online
communities. Most of you are leaving with a solid grasp of this. I would like someone who has yet
to share with the class models of their online communities and how they decided to responsibility
incorporate visuals. Who would like to share?
Use these volunteer presentations as an opportunity to assess the extent to which students took
creative risks using fotoflexer, the extent to which students incorporated visuals that tied to the
chosen themes of their online communities, and the extent to which students responsibly
incorporated visuals in their online communities.
Connection to WOW! and Assessment - 15 minutes
Student Action
Students will use
fotofllexer tool to
create, design,
and edit photos
to be included
on their OLC’s.
1. At this time, students should spend no more than 40 minutes incorporating visuals into
their online communities. Teachers should be sure to circulate the room to each student
and assess extent to which students are being creative, appropriate, and responsible, per
the discussion with students.
Transition: Let’s close out for the day by connecting this activity to where we are in terms
of preparing for the WOW! and doing a quick review.
Student Action
Students will listen
attentively as the
WOW! connections
are explained.
Students will either
actively explain
their choices for
visual incorporation
into their OLC’s or
listen attentively as
other students do
so.
Building Your OLC- 40 minutes
Y.U.R. Web Design – Lesson 6
This lesson continues the focus on teaching students the
fundamentals of imaging and the role of visual appeal in
attracting members to an online community. Students
also discuss the forms and consequences of
cyberbullying.
• Explain the role of appealing visuals in attracting members to an
online community.
• Apply knowledge of photo re-imaging by using this tool to make
final edits visuals for online community.
• Identify and explain the different ways that cyberbullying can
occur.
Objectives
CS. CSITS.1 Citizen schools
students will investigate and
apply concepts used to
design web pages and media
tools.
“I Can” Skills:
c. I can demonstrate creativity in
web design (e.g., organization,
formatting)..
CS.CSITS.4 Citizen schools students
will assess the effects of systems
and networks on people and society.
“I Can” Skills:
a. I can analyze the ethical, legal and
social implications of computing,
including privacy, security, intellectual
property, reliability of information on the
Internet, and benefits and drawbacks of
public domain software.
b. I can judge the ethical, legal and
social implications of computing,
What are my moral obligations as
the creator/contributor of an online
community?
How do online communities foster
“sharing”, “communicating”, and
“engagement?”
Connection to Guiding Questions
CSITS Standards
In order to present a creative online
community with interesting images for
the WOW! students will need to be
familiar with imaging, including pixel-
recycling and manipulating digital
images. In this session, students will
add and make final edits to photos that
will be featured on online communities
to be presented for the WOW!
The Road to WOW!
Lesson Snapshot:
1. Hook/Online Responsibility Review (20)
2. Fotoflexer and Visual Work (30)
3. Online Responsibility Work: Cyberbullying (30)
4. Assessment and WOW! Connection (10)
Vision for Student Mastery:
Students will also need to show that they can successfully
(and creatively) edit photos, that which will be highlighted by the
images included on their OLC’s by the end of the session. Student
knowledge and understanding of Cyberbullying will be evidenced
by the completion of the Cyberbullying worksheet and discussion
activities.
Preparation:
1. Computer with display monitor for teacher/student modeling
(e.g., Smart Board)
2. ______ of computers with Internet connection (per student)
3. Plagiariam Scenarios Review
4. Cyberbullying worksheet found at:
http://cybersmartcurriculum.org/assets/files/activitysheets/6-
8/Who_Me_Why_Should_I_Care.pdf
Student
Action
Students will first
check their e-
mails.
Students will
stand or sit as
necessary as
they review
concepts of
plagiarism.
Whether or not
they stand or sit
will depend on
their
assessment of
whether
plagiarism is at
hand or not
according to the
scenarios read
by the teachers.
Students will
be actively
involved in
creating,
designing, and
editing images
as necessary.
1. Do Now: To begin, let’s start with our usual routine. Please check your mail, where you
will get your URL’s to be used for today as well as any other special directions.
Allow students five minutes to check their e-mails.
2. Frame the Session For the rest of the class, we’re going to spend some time further
developing and incorporating our visuals. After that, we’re going to continue on with our
lessons of how to act responsibly and maturely on the Internet. More specifically, we’re
going to be focusing on what’s called “cyberbullying.”
We’ve already discussed one way to act responsibly in using photos, so I wanted to review
that before I introduced to you what “cyberbullying” is all about. Remember, we talked
about “plagiarism” and what it represents. I want to see how much you all remember about
that lesson:
3. Plagiarism Review: At this time, the teacher will read three different scenarios of how an online
creator incorporated visuals (the teacher may want to use some of the students’ names). Two of these
will represent how they did this illegally, while the remaining scenario will represent the fair use of
photos. After reading each scenario, the students will be asked to stand if they think the photos were
used unfairly. Upon doing so, a student should be selected to explain why they stood, or why they did
not understand.
4. Transition: We are going to come back to this idea of what our responsibility is as online
users toward the end of class. But first we’re going to finish editing our photos that we began
designing for our online communities.
Hook and Introduction - 20 minutes
1. Students Finish Visuals: At this time, I am going to give you 30 minutes to finish editing
visuals using fotoflexer and adding them to your online communities. Don’t forget, you want
your online communities to be ENGAGING, and having interesting visuals will be an
important way to do that.
2. Transition: Our last major activity will be discussing another important part of your ethical
or moral responsibilities as online users. Today’s activity focuses on what is now called by
many people as “Cyberbullying.”
Finish Visuals - 30 minutes
Student
Action
Teacher will
complete the
Cyberbullying
worksheet
activities as
directed. A part
of these
instructions will
be for students to
work with a
partner, complete
an activity, and
be prepared to
report out to the
class. When
students are not
reporting out,
they should listen
attentively.
Students will
listen attentively
as the WOW!
expectations are
explained.
Students will
listen attentively
as the student
volunteer gives a
mock “WOW”
presentation.
Every student will
then be
responsible for
sharing an
example of
cyberbullying to
the rest of the
class.
1. Distribute Cyberbullying worksheets to each student. Read the scenario on the first page
for the class and discuss the next questions with the whole class.
After these questions are discussed, physically divide the class into pairs. Then read the
scenario on the second page and the accompanying questions. After each question,
instruct each pair to discuss and record a short response to the questions on the lines
provided.
After all of the questions have been answered, re-visit each question and have a different
pair volunteer the responses they came up with. The teacher will discuss, clarify, and
correct responses as needed.
2. Connect to OLCs: Discuss with the class why Cyberbullying is a particularly important
issue in OLCs.
Avoiding Cyber Bullying - 30 minutes
1. Transition: We’re going to end class discussing where we are in terms of our WOW! More
specifically, we’re going to a look at our plan to determine how much we’ve done thus far and
what we have to accomplish in the coming few weeks.
WOW! Connection:
Remember that for the WOW! you all will be responsible for two things: having a creative
OLC prepared and presenting that OLC to audiences. As we discussed today, you will need
to be familiar with imaging, including pixel-recycling and manipulating digital images to do
this. You did this today! But you cannot forget that you will need to be able to explain how
you did this and why you made the style choices you did.
Assessment:
To begin getting practice for this, would anyone like to explain to the class, as if they were
presenting why they made the choices of images they did, how they designed them, and how
it fits with their theme. Pretend as if this was your shining WOW! moment!
After the volunteer student finishes, proceed to do the final assessment.
We also spent some time today discussing cyberbullying and how responsible online users
don’t engage in this activity. So I want to go around the room, and I want everyone to give me
some kind of example of cyberbullying. Reflect especially on what the examples we discussed
today, but try not to use something we discussed today. Give me your own examples!
Assessment and WOW! Connection - 10 minutes
Y.U.R. Web Design – Lesson 7
In this session, students will add a blogging feature to their online
communities. In learning about blogging, students will be able to
explain the purpose of blogging, how it can be used, and how to
create one.
• Explain the various purposes of blogs as a tool of
information technology and how it differs from a website.
• Create a blog for their online communities and explain the
role/potential impact of a blog in community-building.
CS. CSITS.1 Citizen schools
students will investigate and apply
concepts used to design web pages
and media tools.
“I Can” Skills:
g. I can employ existing web resources
(e.g., e-mail, blogging, discussions forums,
Web environments) to collaborate in
computer science problem- solving.
CS.CSITS.4 Citizen schools students
will assess the effects of systems
and networks on people and society.
“I Can” Skills:
a. I can analyze the ethical, legal and
social implications of computing,
including privacy, security, intellectual
property, reliability of information on the
Internet, and benefits and drawbacks of
public domain software.
b. I can judge the ethical, legal and
social implications of computing,
How are online communities similar and/or
different from other types of communities?
What are my moral obligations as the
creator/contributor of an online community?
How do online communities foster “sharing”,
“communicating”, and “engagement?”
Connection to Guiding Questions
CSITS Standards
As students continue to build on to their
online communities for the WOW!
product, students will add a blog to their
online communities. In learning about
blogging, students will be able to explain
the purpose of blogging, how it can be
used, and how to create one. Mastery of
this content knowledge will be important
for the presentation/explanation
students will be expected to provide for
the WOW!
The Road to WOW!
I Can (Learning Objectives)
Lesson Snapshot:
1. Intro to Blogging (Hook)
2. Add Blog Feature to Websites
3. Career Connection Activity
4. Assessment and WOW! Connection
Vision for Student Mastery:
For assessed mastery, it will be necessary for
students to successfully add a blog feature to their OLC’s and
be able to explain the differences between a blog and a
website.
Materials and Pre-Planning
1. Computer with display monitor for teacher/student modeling
(e.g., Smart Board)
2. ______ of computers with Internet connection (per student)
3. Career Connection Activity Materials (Dependent on nature of
teacher-designed activity.)
1. Frame the Session: Today, we are going to add Blogging to our social networking sites. A blog is a short webpage
that talks about one idea at time. You can add pictures, links, and even videos to your blog. Blogs should be short
and sweet. They should be easy for you to write – so you keep writing them. The more often you add new blogs to
your site the more often your community of friends will come and check them out. There is a blog about everything!
For example, here is a blog about the television show LOST.
http://www.approachinglost.com/ (Note: This blog, or another of the teacher’s choice, will probably need to already
displayed for the whole class.) Point out the common features of blogs as exemplified by the example blog.
2. Discussion Based on what we’ve seen, what are some differences you can detect between blogs and websites?
3. Transition: Now it’s your turn to add a blog to your website! But first, be sure to check your e-mail to ensure that
you have all the directions and materials you will need for today. Give students 10 minutes to access and read
e-mails as well as ask any clarifying questions they may have.
The Hook/Introduction - 15 minutes
1. Direct Teach I’m going to show you how to add a blog to your website. The first thing I want you to
do is to go to your Social Networking site by using the Google navigation on the top of your Email Page
and select the "Sites" link. Then do the following.
1. From your "Home Page" click "+Create Page"
2. Select template type "Announcements"
3. Name the page "My Blog"
You have now created the tools to add BLOGS to your site! Now you need to start POSTING!
4. Select "New Post" and write a short blog about your Social Network Community. You might
write about why you chose your subject. You can add pictures, links, different colored text,
even videos from the internet. But remember our discussion about copyright and plagiarism!
Remember to try to make your BLOG interesting Because we will be allowing your
COMMUNITY to add comments ;-)
5. After you’ve added a few entries, let go back to EMAIL and create a new email to invite a friend
in the class to check out the Social Networking website you have created thus far. In that e-mail:
o You must include your site's URL and the text of the email should be in RED, GREEN,
or Blue.
o Please “CC” the teachers - we will explain CC if you don't know what it is.
o Remember to be descriptive with the "Subject" of the email
Extension: If we have time today I would like to explore how to change the "Navigation" ( the links to
pages on your site)
1. You will add a link to your Google Profile to the Navigation.
or I want you to
2. Work with Foto Flexer and be creative with the photo we took or the photos gathered in
the class.
Adding a Blogging Feature - 40 minutes
Student
Action
Students will
listen
attentively as
teachers
explain how
to add the
blogging
feature to a
website.
Students will
then add this
feature to
their websites
using this
knowledge.
Student
Action
Students will
analyze an
example of a
blog. Students
will then discuss
with teacher the
seeming
differences
between blogs
and websites.
.
I saw some great progress made during on a lot of you all’s sites! Nice job! To change
gears a bit, on the next session, we will be having a guest speaker / field trip related to
what we’ve been looking at in class. To prepare for that, we are going to talk a little about
how people do the very thing you’re doing, or something very similar, as a job or career.
What is it like for people who do this for work? What kind of education did it take for them
to be able to make it to that point?
Depending on what activity students will be doing for the next session, use this time to
prepare accordingly. If students will be visiting some place offsite, now would be a good
time to orient students to wherever they will be visiting. Or if students will have a guest
speaker who designs web sites or works with social networking or blogging, now would be
a good time to develop questions with students that they might want to ask during their
time with them.
Transition: Let’s wrap it up for today!
Preparing for Next Week - 25 minutes
Connection to WOW!
Today, we were able to add even more features to your online community, particularly through the
addition of a blog feature. Just to remind you, we only have three weeks left before our WOW!
presentations. With this in mind, we’re going to do a little review as we work towards not only a
quality product (our online communities), but also a good, detailed presentation.
Assessment:
Solicit answers to the following questions through selecting students or having students volunteer
responses. :
One of the things you might want to explain when presenting is first, why online communities?
What’s the big deal?
What do good online communities do?
What are the differences between blogs and websites?
Student Action
Students will be
actively involved in
preparing for the
career/college
connection activity
during session 8.
Like the activity
itself, the
preparation for this
activity will be
designed and
facilitated by the
teacher.
Student Action
Students will
listen attentively
as the WOW!
connections are
explained.
Students will
actively discuss
the prompted
questions with
the teacher as a
form of
reviewing
today’s
knowledge
gained from
today’s activities.
Connection to Wow! and Assessment - 15 minutes
Y.U.R. Web Design – Lesson 8
Using Google Docs Invent, students will
create polls and surveys and explore
podcasts as features of their online
communities.
Connection to Guiding Questions
CSITS Standards
Students will be introduced to gadgets as tools
for making an online community interesting.
Using Google Docs Invent as a gadget, students
will create polls and surveys using as well as
gadgets as features of their online communities.
Students will additionally explore podcasting as
an opportunity to include sound as a creative
feature of their communities. As creativity and
“engagement” are two factors in evaluating
students’ WOW! products, students will be
introduced to these as potential way to
creatively foster online community interaction.
WOW! Scaffolding
I Can (Learning Objectives)
• Create a “survey” and “comments” gadget for their online
communities and explain their respective roles in community-
building.
• Outline the career and educational path necessary to
fulfilling an interest in web design and/or information technology.
Lesson Snapshot:
1. College/Career Connection (45 min)
2. How/Why to add surveys as a gadget (Discussion)
3. Adding survey gadget feature
4. WOW! Connection and Assessment
Vision for Student Mastery:
By the end of the session, students will need to have successfully
added a survey feature as a gadget to the OLC’s and explain the
ways that such a gadget could contribute to the success and/or
attractiveness of the OLC.
Materials and Pre-Planning
1. Computer with display monitor for teacher/student modeling
(e.g., Smart Board)
2. ______ of computers with Internet connection (per student)
3. Plan the first half of the lesson, making an explicit college to
career connection.
How do online communities
foster “sharing”,
“communicating”, and
“engagement?”
CS. CSITS.1 Citizen schools students will
investigate and apply concepts used to
design web pages and media tools.
“I Can” Skills
c. I can demonstrate creativity in web design
(e.g., organization, formatting)..
f. I can design web tools and pages using
technology resources that demonstrate and
communicate varying concepts. (WOW!)
g. I can employ existing web resources (e.g.,
e-mail, blogging, discussions forums, Web
environments) to collaborate in computer science
problem- solving.
CS.CSITS.5 Citizen schools students will
compare and contrast the ways in which
computing enables innovation in other fields.
“I Can” Skills
a. I can make comparisons between skills
learned and identified careers in computing,
including - but not limited to - information
technology specialist, Web page designer,
systems analyst, programmer, and CIO.
1. Do Now: Before we get into adding comments and surveys, I want us to first check our e-mails to get
directions and resources you might need for today.
Allow students time to check and read e-mails (5 minutes)
2. Direct Teach : Now on to adding comments and surveys.
1. Comment Gadget
Using the Google navigation on the top of your Email Page, select the "Sites" link.
2. Click on the link to your Blog. Once there, follow these 3 steps to add the Comments feature to
your site :
3. Add the "Embed Gadget" to the page by using the "Insert" > "More gadgets" > "add gadget by
URL",
4. Paste this URL : http://www.gstatic.com/sites-gadgets/embed/embed.xml
5. Paste this code into the Embed box :
Or go here to create your own code : http://www.google.com/webelements/social/conversation/
This should have done it!
Now Invite you buddies to join the conversation! Check out some friends sites and tell them what you
think about their sites!
Allow students 3-4 minutes to comment on others’ sites.
Modeling - Scaffolding - Coaching - 35 minutes
Student
Action
Students will
listen
attentively as
instructions
for adding
survey gadget
is explained.
Students will
use this
feature to
comment on
other
classmates’
sites.
Student Action
(Dependent on
activity designed
by teacher.)
1. Speaker and/or other career connection activity (as designed and scheduled by the
teachers).
2. Transition With two weeks left until the WOW! ceremony, we have only two more sessions to
add features that will attract more and more people to our online communities. Today’s session
we will spend learning how to add the comments features and surveys!
How might these features be used to “engage” people in our online communities?
College/Career Connection - 45 minutes
Transition: To finish us off for today, I want to remind you all of a few things…
Connection to WOW! - We have only three weeks left to prepare for our WOW! presentation, in which
you will be presenting your OLC’s to other people. A large part of your presentation will be to highlight
how and why you added certain features, including the survey gadget we added today. Keep this fact in
mind as we prepare to add our final feature on next week. Also, be thinking about this for yourselves: I
need to know how to explain how I designed my OLC and why I decided to design it the way I did. Can
I easily explain this to other people?
You will need to know how to do this in order to give a great WOW! Presentation. But until then, let’s
talk a little about expanding your interest in web design beyond this apprenticeship. Specifically, I want
to talk a little bit about what you all learned about web design as a career today.
Assessment
Design an exit ticket asking students in the following questions:
What did you learn about what it will take to make web designing a career?
What kinds of things does the life of a web designer include?
What can you do now to begin preparing for a successful career in web design?
Student
Action
Student will
listen
attentively as
WOW!
connections
are
explained.
Students will
discuss with
the teacher
answers to
the prompted
questions as
a form of
review.
3. Direct Teach: Once you’ve done that, let’s move on to surveys.
Again lets use the Google navigation on the top left of the page. You should see a link to "Documents"
or https://docs.google.com/a/isaacnewtonnyc.com/
Let create a new FORM by clicking on the CREATE NEW > Form.
Follow me while I create a simple Survey. You will do one next.
To add this survey to your site you need to go to the page on your site where you want to add this. Go to
"Insert" and select "Spreadsheet Form" select the survey you have created.
Check out Isaac's survey : https://sites.google.com/a/isaacnewtonnyc.com/isaac/home/Apples-Apples
OPTIONS
Under "More options" select Edit confirmation to allow visitors see others responses
Extension:
If we have time today I would like to explore how to change the "Navigation" ( the links to pages on your
site).
1. You will add a link to your Google Profile to the Navigation.
Student
Action
Students will
listen
attentively as
instructions
for adding
survey
gadget is
explained.
Students will
use this
feature to
comment on
other
classmates’
sites.
WOW! Connection and Assessment - 10 minutes
Y.U.R. Web Design – Lesson 9
An important part of having an online community is being able
to “invite” friends. Students learn how to include this feature
as a gadget for their online communities.
• Create the “Add a Friend” gadget for their online communities and
explain its respective role in community-building.
• Outline the career and educational path necessary to fulfilling an interest
in web design and/or information technology.
CS. CSITS.1 Citizen schools students will
investigate and apply concepts used to design
web pages and media tools.
“I Can” Skills
c. I can demonstrate creativity in web design
(e.g., organization, formatting)..
f. I can design web tools and pages using
technology resources that demonstrate and
communicate varying concepts. (WOW!)
g. I can employ existing web resources (e.g., e-
mail, blogging, discussions forums, Web
environments) to collaborate in computer science
problem- solving.
CS.CSITS.5 Citizen schools students will
compare and contrast the ways in which
computing enables innovation in other fields.
“I Can” Skills
a. I can make comparisons between skills
learned and identified careers in computing,
including - but not limited to - information
technology specialist, Web page designer,
systems analyst, programmer, and CIO.
Connection to Guiding Questions
CSITS Standards
An online community requires a feature for
connecting, inviting, and collecting people to
form a “community” on the web. As such,
students will learn how to incorporate such
features on their online communities, as
they are required components to be
displayed for the WOW! Students will also
begin thinking about WOW! expectations and
roles.
WOW! Scaffolding
I Can (Learning Objectives)
Lesson Snapshot:
1. Hook/Introduction: Review (10)
2. Adding Friends (30)
3. Work Time (30)
4. Practicing the WOW! (15)
5. Assessment (5)
Vision for Student Mastery:
Students will need to be able to outline some of the major high
school and/or college requirements necessary to achieving
a career in web design. Students will also need to have
successfully incorporated the “Add a Friend” agent to their OLC’s.
Materials and Pre-Planning
1. Computer with display monitor for teacher/student modeling
(e.g., Smart Board)
2. ______ of wlLh lnLerneL connecLlon (per sLudenL)
3. Þrepared presenLaLlon of Leacher-deslaned CLC Lo be presenLed for Lhe
class.
How are online communities
similar and/or different from other
types of communities?
What are my moral obligations as
the creator/contributor of an
online community?
How do online communities foster
“sharing”, “communicating”, and
“engagement?”
Y.U.R. Web Design Lesson 9
1. Review Last Week: Like we began to do at the end of the last session, the first thing I want
to do is to debrief the field trip/speaker we all had on the last session.
Lead students in a discussion that might address the following questions:
What did people find to be the most interesting aspect of a career in web design?
What lessons did we learn about how to actually achieve a career in web design?
If we were interested in achieving a career in web design, what are some things that we
could do now in middle school?
2. Transition: Good! Today, we’ll be adding our last major feature to our websites, and that is the
gadget that allows us to add friends. Let’s get started!
The Hook/Introduction - 10 minutes
1. Direct Teach: walk students through each component below; monitor students to ensure each
one’s understanding and progress before moving on to later steps in the process.
So that you can have fun with Google Friends Connect, I want you to first check your Google Profile
1. You need to find your Google Profile. To do so, go here:
https://www.google.com/accounts/ServiceLogin?service=profiles&continue=http%3A%2F%2Fwww.google.c
om%2Fprofiles%2Fme
2. If you find your profile, email the link to me (the teacher’s e-mail account). If you don't find it, you
need to create a profile before anything else. (Teachers may have to individually assist students if
this is the case.
3. Next, I want you to go to the site of your OLC. There, do the following:
! click Edit page ! Insert ! More gadgets ! Add gadget by URL:
• Copy&paste this URL
http://hosting.gmodules.com/ig/gadgets/file/106581606564100174314/ifra
me.xml
• ! Add ! paste YOUR URL from below into File.
• ! Customize Height & Width attributes ! set Frame Scroll to auto !
De-select gadget Display & Border ! OK ! Save.
• ! customize Height & Width attributes ! set Frame Scroll to auto !
De-select gadget Display & Border ! OK ! Save.
That’s it! What I want you to do now is to go to m [the teacher’s] website,
take my survey and become a friend!
Transition: With this final gadget at your disposal, I’m going to give you 30 minutes to continue
working on whichever aspect of your online community you need to work on to ensure that your
individual OLC is - you tell me, what are our three goals? Engaging, Shares, and it Communicates!
Adding Friends - 30 minutes
Student
Action
Students will
listen carefully
as the “Add a
Friend” gadget
is explained.
Students will
then use their
knowledge to
add this feature
themselves.
Student Action
Students will
actively discuss
with teacher the
answer to the
prompted
questions as a
way to review
career/college
connections.
At this time, students should spend 30 minutes editing their websites as desired and/or needed.
Teachers should be sure to circulate the room to ensure that students are on task and that they are
creating OLC’s that are achieving the aforementioned goals.
With our WOW! presentation and ceremony rapidly approaching, we’re going to talk specifically
about what our WOW! will look like and the things we’ll be practicing to make sure we’re
adequately prepared for it.
Connection to Wow! and Assessment - 5 minutes
Work Time - 30 minutes
Connection to WOW! - Based on the presentation I did, does everyone have a clear
understanding of what you will be expected to do for the WOW! Does anyone have any
questions are concerns?
Finally, I want each person to identify one part of the presentation that they know they will need
to personally work on to improve their presentation. For example, some students might need to
work on voice, while other students might need to work on content. (These decisions will be left
to the teachers’ discretion.)
Assessment: One part of your WOW! presentation will be to highlight what role the “Add a
Friend” agent we added today serves for your website. So tell me, what role does it serve? Why
would we even bother to add that feature? How does it enhance our OLC’s?
Student Action
Students will spend
30 minutes editing
their website
features as
needed.
Student Action
Students should
pay close attention
to teacher as
expectations for
WOW! Product is
explained and/or
clarified.
Students will then
actively discuss
prompted
questions with
teacher as a form
of review.
What will the WOW! look like? To give you a sense of what will be expected of you, I’m going to
model for you what you should be prepared to do. I’m going to present to you all my OLC to
demonstrate what you all will ultimately be able to do.
Hello class, my name is _________....
At this time, pull up your OLC and “present” it to the class in a clear and effective way. The
presentation should be about 5 minutes and should clearly address the following:
How does my OLC engage, communicate, and share?
What was the process of designing my OLC?
What is the theme of my OLC and how do my design choices (visuals, colors, etc.) support that
theme?
Answer any questions prompted by the “audience” (students.)
Now have students write out their script using these same questions.
Student Action
Students will watch
and listen carefully
as model of WOW!
presentation is
provided by
teachers. Students
will then actively
discuss prompted
questions with
teacher as a way
to clarify
presentation
expectations.
Practicing for the WOW- 15 minutes
Y.U.R. Web Design – Lesson 10
Students will apply their understanding of expectations
for the WOW! as it relates to explaining how to build
and design an online community and displaying their
online communities for attending parents, friends, and
teachers.
I can present self-developed web pages and tools that demonstrate
and communicate varying concepts to diverse audiences. (WOW!)
CS. CSITS.1 Citizen schools
students will investigate and
apply concepts used to
design web pages and media
tools.
“I Can” Skills:
h. I can present self-developed
web pages and tools that
demonstrate and communicate
varying concepts to diverse
audiences. (WOW!)
How do online communities foster
“sharing”, “communicating”, and
“engagement?”
Connection to
Guiding Questions
CSITS Standards
Students will apply their understanding
of expectations for the WOW! as it
relates to explaining how to build and
design an online community and
displaying their online communities for
attending parents, friends, and
teachers.
WOW! Scaffolding
I Can (Learning Objectives)
Lesson Snapshot:
1. Mini-lesson (Blog entry, survey and/or slideshow,
and homepage evaluation.)
2. WOW! Practice/preparation as needed.
Vision for Student Mastery:
Various oral assessments will be given throughout the lesson as
consistent “check points” for understanding. At the end of the lesson,
students will be given a “mini-quiz” of answers to review questions.
These will serve as their “exit slips” out of class. (Students should
turn in completed answers to teacher upon their exit of the
classroom.)
Materials and Pre-Planning
1. Computer with display monitor for teacher/student modeling
(e.g., Smart Board)
2. ______ of !"#$%&'#()'(#%*+''(*#"+'%,-()%.#/0('#1
Teachers should allow students a minimum of 30 minutes to complete the last “hard tasks” of the
apprenticeship. If there are other final edits and additions that are necessary, this time should also be used
for that purpose. The hard tasks students should attempt include:
1. Add a short BLOG entry on your site.
2. Create a SURVEY or Slide Show with Google Docs
3. Self-Evaluation of Homepage.
a. (Ask your self, What does my HOMEPAGE "..feel.." like? Does it do a good job describing my site?)
Last Session Mini-Lesson
The Remainder of the Lesson:
There are no lesson activities beyond the ones mentioned above to implement or provide as extension
activities for advanced students. Teachers are advised
to use the remaining time of this session in whatever ways necessary to ensure
sufficient WOW! preparation, whether that be through presentation practice, setup, or final edits to students’
respective OLC’s. Some things to keep in mind:
1. Part of the preparation for the WOW! ceremony will need to
include setting up computer stations to properly display
students’ individual games. It will be necessary to plan far ahead
for this and to think strategically about the configuration of equipment that will best facilitate quality
presentations.
2. Teachers and students should make last minute changes and confirmations for programming, enhancement
features, etc. (Can the presenters’ sites be successfully uploaed?)
3. Teachers should be sure to test students’ understanding and ability to explain how and why they created
their online communities, including its specific features, how it was incorporated on to their websites, and be
able to effectively demonstrate what OLC gadgets can do and the significance of its action. Students should
also practice being adept at answering a range of questions that pertain to these things.
4. Students should have adequate time to practice presenting their knowledge and the features of their online
communities.
5. The teacher should ensure that all of the websites can be easily accessed for the WOW! ceremony.
Smart Internet User Pledge
I make the following promises about the time I spend on the Internet – inside & outside of class:
Student: ______________________________________
___ I agree that an adult needs to be around while I'm online.
___ I will not give out any personal information about myself or anyone in my family (including
names, pictures, addresses, telephone numbers, email addresses, name or location of my school) to
anyone I meet online — no matter how nice they seem.
___ I will not respond to anything online that makes me feel uncomfortable or scared. Instead, I will
immediately share the message or web site with my parent or teacher.
___ I will keep one secret (except from my parents): my password. I won't even share that with my best
friend.
___ I will not set up a face-to-face meeting with anyone I've only met online unless my parent agrees to
it and accompanies me.
___ I promise to treat the people I meet online as I like to be treated. __ I understand that Bullying will
not be tolerated
___ I WILL SHARE the cool stuff I find online with my friend and parents.
___ I will keep these promises whether I'm at home, school, the library, or a friend's house.
Students signature: ____________________________________________ Date: _________
Teachers: __________________________________________________________________
___ I will explore the Web with my student and clearly communicate my expectations regarding where
and how he/she can use the Internet.
___ I will make valiant efforts to keep with up with my student's Internet expertise, and I will allow my
student to teach concepts about the web.
___ If my student finds something online that makes him or her uncomfortable, I will immediately
follow up with the source of the message and share this with his/her parents and Citizen Schools.
___ I agree to help my student find cool kid stuff online, whether it's for homework or just for fun.
Teacher's signature: ____________________________________________ Date: _________
Teacher's signature: ____________________________________________ Date: _________
Google Maps
• Integrating Google Maps
• How to embed Google Earth
Social Gadget
• Insert Social Bookmark Buttons
• Inserting a Conversation Google Web Element
• A ShoutBox in a page - Google Talk Chatback
• Inserting a Badge from Twitter
• Wine Pool
Sounds
• Playing sounds with Google Sites
• Flash Player from ODEO
• Playing Sounds from IMEEM
• A Playlist with a Flash Reader
Feed
• Use a Media RSS Feed for your Slideshow
• A Slideshow from Photobucket
• Embed a Google docs Presentation
• How to incorporate a feed within Google Sites
• Inserting a Clip from Google Reader
• A gadget to insert a feed
Flash
• Display Flash Animations with a Flash reader
• Displaying a Slideshow from Slideshare
• Inserting Flash Animations from redbubble
• Insert a Slideshow from Imageloop
• Insert a Poster from Glogster
• Playing a slideshow from Autoviewer
• Using Widget from WidgetBox
• How to insert a Rotoworld Widget
Video
• Flash Player for Video
• Configuring YouTube Player - High Quality Video
• Inserting a Video called by Script
• Inserting a Justin TV Show
• How to insert a Video from Vimeo
• Mogulus - Live Broadcast within Google Sites
• Play Ustream tv - Live Broadcast
• Playing Video from TeacherTube
• Autoplay for Google Video
• How to play flv movies
• How to insert a Custom Player from YouTube
• Playing a Video from Reuters
Slideshow
• Flickr - Five seconds to add a Slideshow
• Insert a Badge from Flickr
CSS
• Create border for your picture using CSS
Html
• Inserting iframe
• Using a script in a Google Sites page
• Hosting the gadgets in hosting.gmodules.com
• Insert a Google Calendar / Agenda
• How to incorporate a blog within Google Sites
• The Blog List from Blogger in Google SItes
• A gadget with text wrap around it
• Create an Image-map
• Displaying gif animations
• Displaying a PDF Document
Picnik Photo Editor
posted Mar 2, 2010 9:10 PM by santiago rozas
Picnik
Picnik is a fast, fun, easy to use and powerful set of photo editing tools for editing, sharing and
printing images using any internet browser on any computer platform. Picnik is integrated with a
wide variety of websites like Picasa Web Albums, Facebook, Flickr, Yahoo! Mail and
Photobucket. With Picnik, you can edit your photos wherever they are from wherever you are.
(Edit post)
Prezi Presentations
posted Mar 2, 2010 5:10 PM by santiago rozas
prezi.com
Prezi is a free presentation tool that lets users create a presentations from a single slide that can
be zoomed in and out to show a variety of content. Paid versions of the tool are also available
that provide additional functionality.
(Edit post)
Jing
posted Mar 2, 2010 5:00 PM by santiago rozas
http://jingproject.com/
This screen capture software lets users record still images or video from of the desktop. Files can
be saved to a hard drive or hosted on Jing's servers. Davidson described it as great for sharing
lesson plans, recording classroom activities, and creating interactive curricula. Using a Webcam,
teachers can even record and embed videos in Google Earth. The free version saves Flash-
based files only; the paid service offers additional options.