Lesson Background:

1.  This lesson is planned to extend over 5-6 class periods that are each 47 minutes in length.
2.  Students will have 2-3 days for research and answering of their identified questions as well as creating the slides for their part of the presentation..
3.  Students will have 1 day to compile information and finalize the presentation and poster.
4.  The last two days of the project are set aside for presentations.

Lesson Guidelines:

1.  Students should be broken up into groups of three or four depending on your class size.  Groups can be created as the teacher sees fit, putting high and low learners together, or matching abilities.  If this is the first time students are working in groups you may want to discuss what you expect as a teacher.
2.  Students will be completing this assignment as individuals with a team goal in mind.  Each student is responsible for completing a portion of the assignment.
3. Students should be familiar with the Big Six Steps:

4. This lesson will prompt students to analyze information about different topics and determine what information is valuable to them as an induvidual as well as what a parent might feel is important. They must create an argument that defends their position that the Internet should not be banned as well as reasons why not. During this project studnets receive minimal guidelines to help them create the end product.

Accommodations:

Higher level students:

1.  Allow students to brainstorm other possible areas of internet use that might need to be discussed, such as copyright.  Have them identify items that they think other students should know about in these different areas.
2.  Have students produce a commercial that will be aired on the morning announcements about correct internet use.
3.  Have students review the District AUP.  Do they think anything is missing?  What could be changed?  Have them create a new policy just for your school.

Lower level students:

1.  Identify the particular website that each question can be answered on, so that they have less material to sift through.
2.  Reduce the number of questions that each student must answer.
3.  Have the student create one slide depicting the information about their topic.
4.  Have two students pair up and complete one role, working together to accomplish the requirements for that role.

Products:

As the final product for this activity students must complete the following:

Student Process:  (Teacher additions are in red)

1.  As a group review the following roles. (Teachers should identify group members prior to staring this webquest)  Then determine which role each member of your team will play.  Click on the different roles for a more detailed explanation.  
 



2.  Record your assignments on the Role Sheet. (Hand out a role sheet to each group before starting and briefly explain that it will be used as a contract between each student and other members of his/her group as well as between the students and the teacher) Turn this sheet into your teacher.

3.  As a group look over the rubrics to make sure you understand exactly what is expected of you. (If students have never had experience using a rubric it might be beneficial to explain how they are set up)

4.   Return to the role which you have been assigned and review what is expected for your person.  Make sure and look over the questions related to your topic. Think about the Big 6 steps that we need to use as we encounter a problem. (Teaches may allow students to create a word processing document where they will paste the questions and then type their answers or they may provide a worksheet that outlines the questions so students can hand write the answers they find. Under the Big 6 breakdown, the task has already been defined for the students and resources have been provided fro the initial stage of Information Seeking and Locating and Accessing.)

5.  Use the resources provided in your area to answer your specific questions.  Make sure to keep an eye out for possible additions to your Top 10 List of ways to stay safe on the internet. (This falls under the Locating and Accessing and Use of Information)

6.  After you have all your questions answered discuss as a group what type of Multimedia presentation you want to create.  Remember it can be made in Powerpoint, Hyperstudio. Movieworks, or Appleworks Slide show.

7.  Each member of the group must create at least two slides pertaining to their area of expertise. (This falls under the Use of Information) Make sure that your presentations are uniform, same background, font, etc.

8.  As a group compile your list of the Top 10 ways to stay safe on the internet.(This falls under the Use of Information)

9.  Split into two groups of two.  One group needs to create a poster showcasing your Top 10 list and the other group needs to compile your slides into one presentation. Make sure and follow the rubrics so you include all that is required. (This falls under Evaluation)

10.  Make sure everything is ready for your presentation.  Make sure and quiz the other members of your group to make sure they can answer questions about their topic.  Fill out the group Evaluation sheets and turn them in to the teacher.

11.  Present your findings. (During the presentation it would be beneficial to try and have adult volunteers come into the class to act like the PAC committee.  You could even prep the adults with certain questions they should ask.  If no adults are available the students who are not presenting should try to think of questions that an adult might have in regards to the internet This falls under the Organizing and Communicating.) Good luck!