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Copyright Lesson Plan - Group 4 ASSURE search

Copyright Lesson Plan using the ASSURE Model -

Group 4

Group 4 Members:
Kelly Navarro
Pamela Parisher
Rosanne Peragine
Cristina Ramirez
Edward Reagan
Leticia Rodriguez
Linda Rogers
Jose Santoyo
Rebecca Schwartz
Faina Tselnik
Gerri Walls
Shelli Webb
















Dr. Daniella Smith
SLIS 5720
Fall 2012
October 6, 2012
Group Assignment 1
Module 6

Analyze Learners

Learner’s General Characteristics:

Upon review of student records, the instructional unit will be for middle school students enrolled in Reading geared toward the average learner. There are 22 students, 9 female and 13 male, ranging from age 10 to 13 years from middle class families and varied ethnic backgrounds. It is believed that the gender and age differences will not have a significant impact on the students’ ability to engage in group work, their level of attention, or their willingness to participate in the lesson. Observation of prior student behavioral patterns has indicated that no major behavioral issues are expected to impact the lesson. The students are regular education students on or just above their reading level and have varying levels of academic ability and skills for using online resources and technology tools to produce and complete projects. The students have little knowledge of copyright rules, thus need to be familiar with the rules in order to successfully complete their final project for Mrs. Smith’s class in which they will demonstrate their new-found knowledge of copyright and fair use as well as safe Internet practices.

Specific Entry Competencies:

These students are in an age group that can well be considered digital natives. They have extensive experience in using the Internet for varying tasks, however they have little to no knowledge of copyright rules and procedures.

The students have received prior instruction and have working knowledge in and are able to do the following:

1. Basic computer skills

2. Keyboarding for inputting information

3. Use of a variety of technology resources

4. Use of the Internet and search engines

5. Independent and collaborative learning

Due to the strong influence of prior knowledge, it is believed that the students will have little difficulty with learning more about how to use the Internet and search engines, however they may have problems with the unfamiliar copyright material.

It can be reasonably assumed that the students have not yet mastered the subject matter to be presented.

Learning Styles:

The students have a variety of learning styles ranging from visual learners to auditory learners and some that are kinesthetic learners. The lesson incorporates activities that will address each of these styles of learning. The students are encouraged to use collaborative peer learning to enhance their individual learning. The students prefer using Internet resources for obtaining project materials and are motivated to use technology as part of the instruction. The students’ limited knowledge and understanding of copyright rules and Internet safety precautions may affect their attitude toward the material and their level of motivation and focus. Therefore, careful observation during the lesson by the educators involved will be necessary to ensure that students’ unique learning needs are being addressed. A rubric has been provided to allow students advanced knowledge of objectives and expected performance outcomes.

Prerequisite Librarian skills:

1. Collaboration of lesson plan with Reading Teacher

2. Knowledge of Copyright rules

3. Knowledge of Internet and search engines

4. Motivating and engaging learners

State Standards & Objectives

Curriculum Standards

According to the Texas Education Agency the following standards have to be in place:

“...Chapter 126. Texas Essential Knowledge and Skills of Technology Applications
Subchapter B. Middle School
126.12 Technology Applications (Computer Literacy), Grades 6-8
(c.) Knowledge and skills.

(3) Foundations. The student complies with the laws and examines the issues

regarding the use of technology in society. The student is expected to:

(A) discuss copyright laws/issues and model ethical acquisition and use

of digital information, citing sources using established methods;...”

National Technology Standards for Students

Per International Society for Technology in Education:
“...5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship. …”

Objective

Using the Internet, middle school students will identify at least 3 online resources including a photo, an audio file, and a video to demonstrate proper copyright use with 90% accuracy and apply this knowledge to their final Reading projects.

Select Strategies, Technology, Media, & Materials

Select Strategies

Teaching will be both teacher-centered and student-centered. Teacher-centered strategies will be used to present information on copyright to students. Student-centered strategies will be used to explore and practice using the rules of copyright and fair use. The ARCS model will be used as a basis to ensure that appropriate teaching strategies have been chosen. Students’ Attention will be gained with a short video introducing the concept of copyright. Relevance will be achieved by providing instruction that will assist the students with their final class projects. Student Confidence will be reinforced by successful completion of activities that show mastery of rules of copyright and fair use. Students will gain Satisfaction by creating a successful final project that contains content from the Internet that does not violate copyright.

Select Technology and Media

This lesson involves the use of Internet-connected computers, a web browser to access a video and websites on the subject of copyright, and a digital projector.

• Alignment with standards, outcomes, and objectives. The video and websites provide the necessary information for students to meet the TEKS objective requiring that students be able to discuss copyright laws/issues and model ethical acquisition and use of digital information.

• Accurate and current information. The video and websites chosen contain accurate and current information on copyright.
• Age-appropriate language. The video and websites utilize language appropriate for middle-school students.
• Interest level and engagement. The copyright video, which is geared toward younger viewers, is animated and engaging. The websites include interactive features that students will find interesting. The use of personal response systems is also a technology that easily engages students.
• Technical quality. The video and websites have superior technical quality.
• Ease of use. The websites are user-friendly and do not require any initial training. The personal response systems require only that students be able to push a button to elicit a correct answer.
• Bias free. The video and website are bias free.
• User guide and directions. There is no formal user guide. The students may ask each other, the teacher, or the librarian for help with technical difficulties.

Select Materials

The materials for this lesson will include:

• a short introductory video about copyright http://www.loc.gov/teachers/copyrightmystery/?#/copyright/
• a video demonstration called “Copyright Basics” http://www.youtube.com/watch?v=Uiq42O6rhW4&feature=related
• a Google Docs presentation created and presented by the librarian https://docs.google.com/presentation/d/1TqmfIeN0XB3ikdLMw2jsbb2JslG5cidV6JT0qHOv_Us/edit?pli=1#slide=id.p, and
• a worksheet created by the librarian to be completed by the students while exploring a website about copyright http://www.cyberbee.com/cb_copyright.swf

Utilize Technology, Media, & Materials

Preview the Technology, Media, and Materials

The librarian previews the copyright video, the websites, and the Google presentation to ensure that all are in working order.

Prepare the Technology, Media, and Materials

The librarian creates a worksheet to accompany the Cyberbee web site. The librarian also creates a document with instructions for the final assessment of the lesson and a rubric for grading the assessment.

Prepare the Environment

The lesson will take place in the computer lab. The librarian checks the Internet connections of the student and teacher computers. The librarian also verifies that the digital projector is in working order and that all students can view the screen during the presentation. Finally, the librarian ensures that students will have enough space and a location to save their final product for the lesson assessment.

Prepare the Learners

The librarian prepares the learners by introducing the lesson and the learning objectives. The librarian also distributes the worksheet to accompany the Cyberbee web site and the instructions and evaluation criteria for the final lesson assessment.

Provide the Learning Experience

The librarian begins the lesson by showing a short introductory video about copyright. The librarian will then show the Google Docs presentation and will guide the students through the completion of the Cyberbee web site worksheet. Finally, the librarian explains the final assessment instructions.



Cyberbee Website Study Guide: Copyright Rules

Please write the answers in this column.	Discuss with your tablemates the following points:
1. Why do we have copyright laws?	Discussion: 1a. Do you and your tablemates agree that copyright laws are necessary?
2. When you are working on your report, can you use an entire song or video to include in your report?	Discussion: 2a. With your tablemates, discuss why you think the government limited the amount of lyrics you can use in your report?
3. While working on my report, can I copy and paste written information and pictures from a website without crediting the website/author?	Discussion: 3a. How would you feel, if after spending hours on a song or a website, you found out that someone used your material in their report without giving you credit?
4. Is there information available to you on the internet for your report that does not apply to copyright laws?	Discussion: 4a. With your tablemates list three questions to keep in mind when wondering if the information on a website is free use.
5. Can you use pictures from the Smithsonian without worrying about copyright laws in your report?	Discussion: 5a. In general, materials in the public domain are located in what websites?

Require Learner Participation

Student Practice Activities

1. Students watch a video demonstration called “Copyright Basics” which introduces them to Copyright in order to further enhance their knowledge of proper use of materials.

http://www.youtube.com/watch?v=Uiq42O6rhW4&feature=related

2. Students watch a short introductory video about copyright http://www.loc.gov/teachers/copyrightmystery/?#/copyright/

3. After the Google Docs presentation “Copyright & Fair Use” https://docs.google.com/presentation/d/1TqmfIeN0XB3ikdLMw2jsbb2JslG5cidV6JT0qHOv_Us/edit?pli=1#slide=id.p, students will engage in a question and answer session with Mrs. Smith and the librarian.

4. A Cyberbee worksheet is used by students to demonstrate understanding and record answers throughout the video.

5. Students will complete the final assessment assignment.

Feedback

Mrs. Smith and the librarian will respond to students inquiries after both the video and Copyright Google Docs presentations. Students will be allowed to share their comments, questions or concerns with both instructors.Mrs. Smith will ensure that the Cyberbee worksheet is completed and that students have a clear idea on how to use copyrighted materials. If a pattern of confusion is detected by Mrs. Smith, she will work in a small group to reteach the students who lacked mastery of the lesson.

Evaluate & Revise

Assessment of Learner Achievement

A rubric will be provided for this lesson so that both Mrs. Smith and the librarian can assess students’ understanding of copyright. The rubric will determine whether the students can accurately identify sources that have copyright, properly recognize when to apply copyright rules, and evaluate whether the students accurately complete the student product according to the assignment criteria.

Rubric

Category	4	3	2	1
Identify	Student Identified several sources that have a copyright for each of the following: photo, audio and video.	Student identified only one source that has a copyright for each of the following: photo, audio and video.	Student is missing one source that has a copyright for each of the following: photo, audio and video.	More than one identified source is missing a copyright.
Recognize	Student recognized several copyright rules for each source.	Student only recognized one copyright rule for each source.	One copyright rule was recognized for one source.	No rules of copyright rules were recognized.
Assignment	Student found several sources for each of the following: a photo, an audio and a video for their presentation.	Student found one source for each of the following: a photo, an audio and a video for their presentation.	Student is missing a source for one of the following: a photo, an audio and a video for their presentation.	Student was missing more than one source for their presentation.
Requirement	All requirements were met and exceeded:. (watch video, watch presentation, complete Cyberbee worksheet and assignment)	Majority of requirements were met.	One requirement was not met.	More than one requirement was not met.

Evaluation of Strategies, Technology & Media

• Evaluate instructional strategies, technology used, and presentation delivered. Below is the evaluation form to be used to evaluate the the Cyberbee website and students’ usage. Mrs. Smith and the librarian emphasize the importance of copyright laws. They also discuss the significance of respecting other peoples’ material and using it with proper permission.

• Discuss with students how they felt using the Cyberbee website and whether the website was helpful. Engage teacher’s input regarding process, technology, and outcome.

Name: ______________________________________________ Date:_______________________

Evaluation Checklist: Cyberbee Website and Handout

Content and Layout:	Poor	Fair	Good	Excellent
Was website easy to access? Were questions understandable? Were answers understandable? Was vocabulary in the website understandable? Were questions helpful? Were answers helpful? Was the amount of time given appropriate? Did you like this website? Was the website user friendly? Were the questions on the handout understandable? Would you tell your friends about this website?	_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____	_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____	____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____	______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

Did you have any unanswered questions about copyright? If so, Explain what questions you have. ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________

Circle One: Yes No

Comments:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Revision

Mrs. Smith and the librarian review students’ products to determine whether learning objectives were met. The Creative Commons website was used as a resource to ensure music, photos, texts and videos that students were planning to use in the Reading project did not violate any copyright rules. Open dialogue with students gauged areas of improvement. Mrs. Smith and the librarian also used the Evaluation Checklist: Cyberbee Website and Handout to determine whether revision of the lesson would increase students’ success.


References

Copyrightclear. (2010, September 24). Copyright Basics [Video file]. Retrieved from http://www.youtube.com/watch?v=Uiq42O6rhW4&feature=related

Creative Commons. (2012). Retrieved from http://search.creativecommons.org/

Cyberbee Interactive tool. (2012). Retrieved from http://cyberbee.com/cb_copyright.swf

Iste.nets·t. Advancing digital age teaching. (2008). Retrieved from http://www.iste.org/docs/pdfs/nets-s-standards.pdf

Library of Congress. (2012). Copyright. Retrieved from http://www.loc.gov/teachers/copyrightmystery/?#/copyright/

Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional technology and media for learning (10th ed). Boston, MA: Pearson.

Texas Education Agency. (2012). Texas Essential Knowledge and Skills for Technology Applications (Chapter 126). Retrieved from http://ritter.tea.state.tx.us/rules/tac/ch126.html