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Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
Inquiry and information_fluency_mini_lessons
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Inquiry and information_fluency_mini_lessons

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  • 1. Inquiry and Information Fluency Mini- Lessons Created by: Lakita Reese FRIT 7234 Georgia Southern University Summer 2013
  • 2. ISTE Standards http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2 The lessons in this in this presentation cover the following ISTE Standards for Students: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • 3. Creating a Business Plan
  • 4. Goals and Objectives BCS-EV-38: The student prepares the components of a business plan. After completing this lesson, students will be able to: Interview entrepreneurs in the community and share the results of the interview using a technology tool. Explain what a business plan is and why it is important for entrepreneurs to create one. List important elements of a business plan. Create a business plan.
  • 5. Essential Question What is a business plan and why is it essential for a business owner to create a business plan when launching a business?
  • 6. Lesson Introduction Introduction: Have you ever thought about owning your own business? If you have, you’ve probably thought about all of the benefits business ownership affords you such as being your own boss, creating your own work schedule, and the enjoyment of doing what you love. If you haven’t thought about owning a business, this may be the time to start since you never know when your circumstances may change and you are out of a job. Opening a business may just be the perfect solution for you. Scenario You and your classmates have always wanted to start a business. After attending a small business development workshop, you learn that you need a business plan in order to receive a business loan to launch your business. In this lesson you and your classmates will go through the steps of creating a business plan by researching and utilizing various web resources. Your final product will be a completed business plan that you can submit to your local Small Business Administration (SBA) office to receive a start-up business loan.
  • 7. Performance Tasks Assignment 1: The Importance of a Business Plan Assignment 2: Meet Successful Entrepreneurs Assignment 3: Creating a Business Plan
  • 8. Assignment 1: The Importance of a Business Plan Directions: Step 1: Find out what a business plan is and why it is important for business owners to create. Use the resources on the LiveBinder website to find your answers. Step 2: In your own words, answer the following questions: What is a business plan? Why is it important for business owners to create a business plan? List some of the elements of a business plan. You will record their answers using Prezi or SlideRocket. You may also use a recording device to answer the questions and upload it to Voicethread or record your answers using Voki. Once you record their answers, you will submit the link to your presentation to the course's Edmodo page.
  • 9. Assignment 2- Meet Successful Entrepreneurs Directions: Select and interview an entrepreneur. The entrepreneur can live in your community, in another city, or state. The interview may be conducted by phone, e-mail, or in person. At a minimum address the following questions: 1. Name of the entrepreneur. 2. Name and location of the business. 3. What type of business does the entrepreneur own and how was it started? Did he/she create a business plan? 4. What did you learn from the interview about owning a business?
  • 10. Assignment 2- Interview (cont) As evidence you have conducted your interview, you are required to do one of the following: *Use a mobile phone or digital camera to record the live interview. *Use a mobile phone or digital camera to take picture of the person that you interviewed. *Upload your image and interview files to Yodio or Voicethread. *You may also use these sites to record the answers to your interview questions. *Take a screenshot of your email interview using a screenshot tool such as TinyGrab You will post the answers to your interview questions and evidence evidence on the course's wiki page.
  • 11. Assignment 3- Create a Business Plan Now that you are familiar with what a business plan is and its importance, you will create a business plan. Directions: 1. Divide into groups of 4 based on business interests. 2. As a group, decide on a business to launch. 3. Choose a role that you would like to serve in the business: 1.Project Manager/Group Leader 2. Marketing Manager 3. Operations Manager 4. Financial Manager. You will complete the section of the business plan based on your role in the business.
  • 12. Assignment 3- (cont) After group members choose a role, each team member researches his/her part of the business plan. You will use the web resources provided on LiveBinder to conduct research and to help you write your section of the business plan. Once you have researched and typed the section of your report, you will post it on the class wiki for your team members and instructor to evaluate. You will also include a short explanation of the content of your section and why it was added. Title the subject as the name of the section you completed. All team members will read each section of the plan that is posted and evaluate it based on the Business Plan Outline. Team members may post a comment under a section they have questions or concerns about. After all group members are satisfied with all sections of the business plan, the group leader will be responsible for copying and pasting each section into the business plan generator. Also, designate a group member to gather all website resources used by each group member to create a "Source Page." Once the business plan is finalized, the group leader will e-mail a copy of the group’s business plan to the instructor’s e-mail address by the due date.
  • 13. Standards and Criteria for Success For each lesson activity, students will be required to self assess themselves using the following rubrics: The Importance of a Business Plan Digital Presentation Rubric Entrepreneur Interview Reflection Rubric Business Plan Rubric Peer Assessment Rubric
  • 14. Image Credits http://www.flickr.com/photos/langwitches/5603842003/ http://cce.clark.edu/blog-tags/business-plan http://www.flickr.com/photos/wingedwolf/5471047557/
  • 15. Public Service Announcements
  • 16. Goals and Objectives BCS-BCP- 11 (c).Demonstrate the ability to develop a multimedia product that enables the presenter to interact persuasively for a specific cause; ; (p).Use storyboarding, outlining, and time management organizational tools to plan and produce BCS-BCP – 9 (b). Identify copyright and patent laws pertaining to scanned images and documents and information downloaded from the Internet. BCS-BCP 6- (g).Cite both print and electronic sources correctly to avoid plagiarism. After this lesson, students will be able to: Critique existing Public Service Announcement (PSA) videos for their effectiveness Create a storyboard to plan a multimedia video Create a Public Service Announcement (PSA) using Windows MovieMaker. Use multimedia ethically by abiding by copyright laws and properly crediting sources.
  • 17. Essential Questions What is a Public Service Announcement and its purpose? What elements of a Public Service Announcement make it effective? Why is it important to abide by copyright laws? How do you avoid plagiarizing?
  • 18. Introduction-Motivation Begin the PSA lesson by asking students if they know what a Public Service Announcement is. Continue the discussion by showing students an example of a Public Service Announcement. Ask students the following during the discussion: What message is the PSA trying to convey? What are some elements of the PSA that made it effective? What types of multimedia is included in the PSA video? How long was the PSA?
  • 19. Introduction/ Motivation (cont) After discussing what Public Service Announcements are and the elements that they contain, I will inform students that they will create their own Public Service Announcement. I will next hand out and review the Public Service Announcement project directions and requirements with students. After reviewing the directions, I will next explain that the development of the PSA video will require the use of material that may be copyrighted. Thus, they will complete a series of activities to inform them on copyright law, fair use, and plagiarism and will learn how to properly cite information and media that is not their own. They will also learn how to find resources that are free and open to the public to use.
  • 20. Assignment 1 - Copyright and Fair Use View the website resources on Educlipper to learn about Copyright and fair use. After you review each resource, answer the following questions. You may answer the questions in a Word document or use a Web 2.0 presentation tool such as Prezi, Slide Rocket, or Voki. You must submit a word file or web link to your presentation to the class Edmodo page.
  • 21. Assignment 2 - Plagiarism and Citing Sources Review the plagiarism and citing sources resources on EduClipper. During or after reviewing each resource, answer the following questions. You may answer the questions in a Word document or use a Web 2.0 presentation tool such as Prezi, Slide Rocket, or Voki. Submit your word file or web link to their presentation to the class Edmodo page.
  • 22. PSA Project Scenario Scenario: You are a member of a certain organization (you can choose). Your organization has asked that you create a Public Service Announcement (PSA) commercial to persuade your community to support a specific cause. The video must meet the following requirements: 1. PSA must be no longer than 1 minute and created using using Windows MovieMaker 2. Must have transitions and effects throughout video 3. Must have a title 4. Must have credits 5. Must include a music or sound file 6. Must include an integrated video 7.Create a storyboard to assist with the planning and creation of the PSA Video.
  • 23. Assignment 3 - Planning the PSA Project Assign for students to view example PSA projects for ideas on creating their own PSA videos. As students browse PSA videos, they must critique them, noting what makes them effective or ineffective. Give students a list of PSA topics and allow them to choose a topic for their PSA video. Instruct and guide students on how to create a folder and save all picture, music, and video files for the PSA inside this folder. Explain Google's advanced search feature to find free-to-use images. Ask students to record the URL of the websites where they gather facts, music, and video files from. Refer students to the curated Citation Generation tools for assistance in citing sources.
  • 24. Assignment 3 - Planning the PSA Project Extended Learning Students will be required to add a scene in their PSA video that requires the use of a video that they recorded from a digital device. The video clip must be taken outside of the school day using a digital camera or a video feature on their mobile phone. It must also relate to the student's PSA topic. If a student does not have a digital device, he/she may check out a digital device from the teacher. The video clip can include an interview of a parent, friend, or a professional. It may include a narration from the student. It can also include clips of their community or city.
  • 25. Assignment 3 - Planning the PSA Video (Creating a storyboard) After students have gathered all of their content to include in their PSA video, they will then create a storyboard to plan the sequence of scenes in the video. Explain to students what a storyboard is and show an example of a storyboard. Hand out storyboard templates and assign for students to begin creating their storyboard. for their PSA Video.
  • 26. Assignment 4 - Creating the PSA Using Windows MovieMaker Students will be guided through a series of activities to familiarize themselves with Windows MovieMaker. After students are familiar with the features in Windows MovieMaker, they will begin creating their PSA video using this software.
  • 27. Assignment 5 -PSA Presentations and Peer Evaluation After students have finalized their PSA videos, they will present them to the class. Students will be evaluated based on the criteria in project's rubric. Each student will also be required to critique at least 4 student presentations using the Peer Assessment Evaluation Rubric.
  • 28. Standards and Criteria for Success Students will be evaluated in this lesson using the following assessments: Teacher Assessment *Assessment based on correct answers to the assigned questions: Copyright and Fair Use Questions Plagiarism and Citing Sources Questions Student and Peer Assessment PSA Video Rubric Peer Assessment Rubric
  • 29. Image Credits http://www.flickr.com/photos/wingedwolf/5471047557/ http://tsa-illinois.org/2013/01/10/tsa-ils-new-psa/
  • 30. International Business Brochure
  • 31. Goals and Objectives BCS-BCP- (h). Compose a communication document that reflects international differences and incorporates current business practices and protocol. (g).Cite both print and electronic sources correctly to avoid plagiarism. After this lesson, students will be able to: Create a brochure on a country that highlights the differences in their country's business practices and the United States' business practices. Explain why it is important to know international differences when interacting and working with people of different cultures. Cite the sources of where they retrieved their research information.
  • 32. Essential Question Why is it important to know international differences when interacting with people of different cultures?
  • 33. Introduction Introduce the lesson to students by asking them the essential question: "Why is it important to know international differences when interacting with people of different cultures?" After receiving students' input explain to students that it is important to know how people in other cultures conduct business because when they venture out into the work world, they may have customers or bosses from another culture and you would not want to offend them by doing anything that would insult them or anything that would be considered rude to them. It is also important because many companies have headquarters in other countries and if an employee had to move to another company headquarters in another country they would need to know the business protocol and culture of that country.
  • 34. Introduction (cont) After introducing the lesson, hand out and review the project directions and rubric with the students.
  • 35. Scenario You are employed by a company that has international divisions and have been selected by your company to visit another country for a business trip. In order to prepare for your trip, your manager is requiring that you research the country that you are visiting and to report your findings in a business brochure that can be used as a resource for other employees that may later visit the country.
  • 36. Step-by-Step Instructions 1. Select a country that you would like to visit. 2. Research the following using the provided curated resources on EdCanvas: Capital, Population, Language Location in relation to the U.S. and Time Zone Current Exchange Rate Dining customs Social customs (Public Behavior, Conversation, Negotiations, Religious customs) Dress Code Business Protocol (Greetings/Introductions, Business Meetings, Gift-giving)
  • 37. Step-by-Step Directions (cont) Prepare a brochure about your country. See the brochure directions to guide you on completing this step. Refer to the International Business Brochure rubric to self-assess your performance on this lesson.
  • 38. Standards and Criteria for Success Students will be evaluated in this lesson using the following assessment: International Business Brochure Rubric
  • 39. Image Credits http://imagesci.com/all-countries-flags-8718-hd-wallpapers.html http://www.flickr.com/photos/wingedwolf/5471047557/

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