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Danger of Abuse PSA Lesson: Integrating Tech into the 9th Grade Healthful Living Classroom

12/9/2016

Lesson Overview:

Students will work together in groups to research, analyze, and critically think about the path that leads to and the effects of drug and alcohol abuse. They will choose one of eight different senarios and create a Video PSA that is 1 minute long.

Learning Outcomes:

The learner will:

explore drug and alcohol abuse in addition to the risk-taking behaviors that lead to additcition.
recognize the early and late stages of drug addiction and alcoholism.
help to produce a PSA Video on the effects of alcohol/drug abuse.

NC Essential Standards:

HEALTHFUL LIVING (2010)

Grades 9 - 12
- 9.ATOD.1 Understand the health risks associated with alcohol, tobacco, and other drug use.
- 9.ATOD.1.1 Explain the short-term and long-term effects of performance-enhancing drugs on health and eligibility to participate in sports.
- 9.ATOD.1.2 Analyze the role of family, community, and cultural norms in deciding to use alcohol, tobacco, and other drugs.
- 9.ATOD.2 Apply risk reduction behaviors to protect self and others from alcohol, tobacco, and other drug use.
- 9.ATOD.2.1 Identify ways to avoid riding in a car or engaging in other risky behaviors with someone who is under the influence of alcohol or other drugs.

Technology Used in this Assignment:

Google Classroom - Delivery LMS
Google Drive - Digital Portfolio creation/ housing and group collaboration/sharing.
Google Docs/Slides - Story Board creating and Script writing, revising, and collaboration
iMovie or Windows Movie Maker
Garageband for iPad (Podcast Creation) and itunes for publication
Youtube - Where final PSA videos will be housed and shared from
Hardware needed/used: Laptops, iPad, video camera, mics, etc

ISTE Tech Standards Covered:

ISTES Standard 1 Empowered Learner:
- C. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
ISTES Standard 2 Digital Citizenship:
- B. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
- C. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
- D. manage their personal data to maintain digital privacy and security and are aware of data collection technology used to track their navigation online
ISTES Standard 3 Knowledge Constructor
- C. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
- D. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
ISTES Standard 4 Innovative Designer:
- B. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
- C. develop, test and refine prototypes as part of a cyclical design process.
ISTES Standard 5 Computational Thinker:
- B. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
- C. break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem solving.
ISTES Standart 6 Creative Communicator
- B. create original works or responsibly repurpose or remix digital resources into new creations.
- C. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Directions for Students: (Handout from Shanghi American School)

The teacher would obviously make their own PSA video instuctions for students however this is a great example. Where does technology integration happen? In a number of ways. One place is a teacher created google search engine that confines student research to a specific set of resources that they use for research and content. Another place of integration is using flip cameras, iPads/iPods, or their own personal devices to record and upload video for editing. The students will obviously need to edit video so using iMovie and/or Windows Movie Maker and uploading their final product to youtube is a big piece.

Rubric for PSA Video:

Editable Word Doc

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A Digital Middle Ages: Utilizing Full Tech Integration in the World History Classroom

12/9/2016

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Setting the Stage:

The premise for this Unit/Project is rooted in essential standard from the NC Essential Standards which state that students should be able to "Understand how conflict and innovation influenced political, religious, economic and social changes in medieval civilizations." -WH.H.3 Students will use this website to navigate through their discovery of the Global Middle Ages to answer this compelling question: "How can conflict and innovation cause or influence change within global societies?"

Ultimately students will be creating their own Weebly website that answers this compelling question through a set of 5 sub essential question that are tied to Five Social Sciences. Each day, Student Groups will analyze the Global Middle Ages through these lenses of the different social sciences: Geographer, Political Scientist, Economist, Cultural Anthropologist, & Historian. Students are required to have their product as a Weebly website but are also encouraged to create at least one other product with one of the suggested digital tools. Additionally, students will create a Kahoot to test the knowledge of other students at the end of their presentations.

ISTE & Essential Standards Covered:

NC Essential Standard for World History:

WH.H.3 "Understand how conflict and innovation influenced political, religious, economic, and social changes in medieval civilizations."

ISTE Standards for Students met in this unit:

ISTES Standard 1 Empowered Learner:
- C. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
ISTES Standard 2 Digital Citizenship:
- B. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
- C. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
- D. manage their personal data to maintain digital privacy and security and are aware of data collection technology used to track their navigation online
ISTES Standard 3 Knowledge Constructor
- C. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
- D. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
ISTES Standard 4 Innovative Designer:
- B. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
- C. develop, test and refine prototypes as part of a cyclical design process.
ISTES Standard 5 Computational Thinker:
- B. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
- C. break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem solving.
ISTES Standart 6 Creative Communicator
- B. create original works or responsibly repurpose or remix digital resources into new creations.
- C. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Technology Used:

Google Classroom - Delivery LMS
Google Drive - Digital Portfolio creation/ housing and group collaboration/sharing.
Google Docs - Essay writing, revising, and collaboration
Padlet - Student feedback and Peer Review
Weebly - Website platform students use for their final product.
Voice Thread - SMORE - Storybird - Thinglink - Kahoot -- These are all options available to the students to use as external add ons/enhancements to their project products.
Hardware needed/used: Laptops, iPad, video camera, etc

The Process: Day by day plan.

Day 1: Pose Compelling Question:

To set the stage for the unit I will play this video (https://www.youtube.com/watch?v=eys0UEOqcQ8) or something similar to gage where students are with their knowledge with the Middle Ages. We will have some brief discussion about their previous knowledge about the time period and I will introduce the compelling question and the unit.
To pose the compelling questions I will use the format of a digital menu project in which students will allow voice and choice in what product they create and tell the story of the global Middle Ages in their own words.
I will give them a hard copy of the project brochure as well as show them to the website (www.dbalmsmiddleages.weebly.com) which houses all the same information as the brochure as well as digital tool tutorials, and the platform that houses the completed products of the students.
The rest of this day will be dedicated to groups planning and preparing for the projects and collaborating on how they will create their final product.

Day 2-6: Gather, Analyze, and Creatively Synthesize Information:

Day 2-6 are dedicated to student research, analysis, and synthesizing of information. Each day they will have to focus on one lens, mentioned above, as they research various regions of the world.
Their research into the world regions through the lenses will be guided/scaffolded each day by a specific supporting question:
- Through the lens of a Geographer, explain to what extent did geography played a role in conflict and innovation over the course of the Middle Ages?
  - Does where a civilization is located ultimately determine their survival/failure?
- Through the lens of a Cultural Anthropologist, describe day to day life for individuals in various social classes and how it changed over time?
  - How did innovation create solutions and/or problems in Global Middle Age societies?
- Through the lens of a Political Scientist, analyze, contrast, and evaluate at least 3 government systems of the Middle Ages Time Period?
  - How did these view points and various government systems ultimately lead to conflict and innovation amongst themselves and around the world?
- Through the lens of an Economist, analyze and describe the various economic systems of the Middle Ages and evaluate those economies on their ability to unify or separate people?
  - What role did conflict and innovation play in the gathering and distribution of goods/resources?
- Through the lens of a Historian, explain the Continuity and Change Over Time during the period of the Middle Ages with at least 4-5 major events that show conflict and innovation in the Global Middle Ages?
Students can find a list of websites/sources to research the various global regions on the website listed under the “Resources” Tab.

Day 7: Critically Evaluate and Revise:

Throughout the project, students are working on a “group task log” where they are monitoring themselves as to what is in progress with the project, things that need to be revisited & revised, and items that are complete.
Student will use this time to practice presenting their websites to their groups and providing feedback among themselves.
Also, throughout the project and the practice presentations, students will have a padlet which creates an online hub for students to complete their digital gallery walks. Here students will offer feedback on creativity, facts, and the critical thinking of the other groups.

Day 8: Share Public Act/Final Project:

As stated earlier, students will be creating a published website on weebly.com platform. They are allowed to creatively work within that confine to put their creative touch on things. There are examples of finished student product available online for you to see if you’d like to view them. The Public Act is the students presenting their websites to the class, myself, other classes and the Administration Team.
Students have a project rubric that can be found on the project website that gives them a detailed description of how the assessment will be graded and what they should include.
In the future I would like to connect to some friends of mine that are employed at the NC Museum of History and have them evaluate the students work and provide them feedback and ultimately tie the student work to something at the museum.

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The Learning Blog

Danger of Abuse PSA Lesson: Integrating Tech into the 9th Grade Healthful Living Classroom

Lesson Overview:

Learning Outcomes:

NC Essential Standards:

Technology Used in this Assignment:

ISTE Tech Standards Covered:

Directions for Students: (Handout from Shanghi American School)

Rubric for PSA Video:

A Digital Middle Ages: Utilizing Full Tech Integration in the World History Classroom

Setting the Stage:

ISTE & Essential Standards Covered:

Technology Used:

The Process: Day by day plan.

Author

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Categories

The Learning Blog

Danger of Abuse PSA Lesson: Integrating Tech into the 9th Grade Healthful Living Classroom

Lesson Overview:

Learning Outcomes:

NC Essential Standards:

Technology Used in this Assignment:

ISTE Tech Standards Covered:

Directions for Students: (Handout from Shanghi American School)

Rubric for PSA Video:

﻿A Digital Middle Ages: Utilizing Full Tech Integration in the World History Classroom

Setting the Stage:

ISTE & Essential Standards Covered:

Technology Used:

The Process: Day by day plan.

Author

Archives

Categories

A Digital Middle Ages: Utilizing Full Tech Integration in the World History Classroom