This 5-day instructional project teaches 5th grade students about using social media to address social issues. On day 1, students discuss animal cruelty and ways to help, including using social media. On day 2, students research the issue in groups. Day 3 has groups develop a social media proposal. Day 4 focuses on finalizing proposals and developing persuasive presentations. On day 5, groups present their proposals and students vote. The project integrates 21st century skills, Common Core, and state standards.

1. Rachel Mackie
Winter 2012
Using Social Media to Help Solve Social Issues
A 21st Century Instructional Project
Overview/Background Information: This series of lessons is designed for a fifth grade classroom. It integrates standards 21st Century Learning Skills with
Common Core Language Arts and Ohio Academic Content Standards for Social Studies. The lessons would begin at the conclusion of a literature study of the
novel Shiloh by Phyllis Reynolds Naylor. By the end of the five day series, students will have prepared a proposed action plan for helping to prevent animal
cruelty. The options for the plan will all include using technology to promote education and activism. Options may include creating a YouTube video,
blog/website, organizing a fundraiser with online promotion, or organizing an online letter writing campaign to Congress.

2. Introductory Lesson: Responding to a Social Issue
21st Century Information, Media and Technology Skills: Access and Evaluate Information
Skills *Assess information efficiently (time) and effectively (sources)
Information, Communications and Technology (ICT) Literacy: Apply Technology Effectively
*Use technology as a tool to research, organize, evaluate and communicate information
Common Core Language Arts: Speaking and Listening: Comprehension and Collaboration
Standards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics
and texts, building on others’ ideas and expressing their own clearly
Language Arts: Writing: Research to Build and Present Knowledge
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources
2010 Ohio Social Studies: Government Strand: Civic Participation and Skills
Academic 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayed
Content graphically to effectively and efficiently communicate information
Standards
Technology Smart Board or computers with internet access
Utilized
Other chart paper and markers, clipboards, post-it notes, Protecting Animals: Turning Research into Action packet and pencils
Materials
Activity 1. Students will view a video of Shiloh author, Phyllis Reynolds Naylor, explaining her motivation for writing the book available online at:
(50-60 http://www.readingrockets.org/books/interviews/naylor/ (Naylor wrote it because she found a stray, abused dog and was not able to do
minutes) anything to help except write a story.) They will record notes on their packet. Time Allotted: 5 minutes
2. The teacher will facilitate a whole class discussion of other ways citizens could respond to the issue of animal cruelty. Students will share
ideas aloud. The teacher will record ideas on chart paper or on the Smart Board. The teacher will help guide the discussion to consider the
impact of using social media. Time Allotted: 7 minutes
3. The teacher will ask students to explore the American Society of Prevention of Cruelty to Animals (ASPCA) kid’s website at:
http://www.aspca.org/Home/ASPCAKids/ to locate at least 4 additional ways to help protect animals. Each student will record his/her
findings on the Day 1 form on his/her clipboard. Students could work independently, in pairs or in small groups to search the site.
(Individually is preferred but could be modified based on number of computers/student needs.) Time Allotted: 15 minutes
4. The class will revisit the chart of ideas and add ideas obtained from the website. Time Allotted: 5 minutes
5. At their table groups, students will work to come to a consensus on the 3 ideas that they feel would have the biggest impact in the fight
to protect animals. The teacher will circulate and use questioning techniques to help students come to the realization that ideas involving
social media will have a larger impact than ideas limited by geography. They will write their each of their “votes” on a post it note (1 idea
per note). Time Allotted: 15 minutes
6. Groups will stick their post-it notes next to the corresponding item on the class chart. This will allow for a quick, visual consensus of the
top 5 options. Time Allotted: 5
7. The teacher will announce the top 5 options and ask each student to write about which option most appeals to them and why in their
packet. She will collect the packets. Time Allotted: 8 minutes
Assessment The teacher will collect the packet to see that each student able to complete the responses and indicate participation in the activity. She

3. will use a checklist to record a =/- for completion. As needed, she will meet individually with students to assess personal level of
understanding and/or provide additional support.
Differentiation The teacher will circulate through the activity provide support as needed. The teacher will use questioning techniques to help students
think critically about the various options and their potential impact. She will use the journal at the end of the day to help her place students
in groups based on their interests. Students who are having difficulty locating research on the internet could work with a partner to help
locate and record the information. Students who are able to easily locate information could be offered the opportunity to begin previewing
the research materials (books, additional websites, pamphlets) in the classroom and could take notes in their Reader’s notebook. The
teacher will ask each student who did not receive a + to meet with her during Reading Workshop to determine if it was due to a lack of
understanding or a lack of effort. She will provide extra support as needed to help students complete the assignment. Students who simply
did not complete it will be provided time as well.
Day 2: Working Collaboratively to Research a Social Issue
21st Century Information, Media and Technology Skills: Access and Evaluate Information
Skills *Assess information efficiently (time) and effectively (sources)
Information, Communications and Technology (ICT) Literacy: Apply Technology Effectively
*Use technology as a tool to research, organize, evaluate and communicate information
Communication and Collaboration: Collaborate with Others
*Demonstrate ability to work effectively and respectfully with diverse teams
*Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Civic Literacy
*Understanding the local and global implications of civic decisions
Common Core Language Arts: Speaking and Listening: Comprehension and Collaboration
Standards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics
and texts, building on others’ ideas and expressing their own clearly
Language Arts: Writing: Research to Build and Present Knowledge
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources
2010 Ohio Social Studies: Government Strand: Civic Participation and Skills
Academic 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayed
Content graphically to effectively and efficiently communicate information
Standards
Technology Computers with internet access and word processing software, list of age-appropriate animal abuse/animal rights websites, Protecting
Utilized Animals: Turning Research into Action packet and pencils
Other Books about animal rights and animal abuse (collection ordered from local library and/or school library), pamphlets from animal rescue
Materials organizations
Activity 1. The teacher will review yesterday’s learning and will place students in groups of 4-6 students based on interest in type of projects (as
(50-60 listed on reflection question yesterday in class). She will remind students of group work guidelines and will overview the requirements for
minutes) the days’ assignment. Time Allotted: 5-10 minutes

4. 2. The students will use the books, internet resources, and pamphlets to research animal abuse and will record research on the Research
Organizer. Students will record the sources used on the Resources Used Sheet. The group will work together to find the answers (using the
class’ group-work guidelines) but each student will record his/her own answers. Time Allotted: 30-45 minutes
3. If time, the students will begin to discuss and plan their Social Media Project Proposal as a group. They may begin to use the plan
proposal sheet to organize ideas. All students will jot notes on the sheet but only the recorder will type/write on the proposal sheet that
will be submitted to the teacher for the group. Time Allotted: As needed by groups who finish early
4. The class will meet back together and discuss research findings. Time Allotted: 5-7 minutes
Assessment The teacher will circulate and meet with each group to informally assess progress and cooperation. She will collect the student packets’ and
review work to assess if students are participating and recording appropriate information. As needed, she will meet individually with
students to assess personal level of understanding and/or provide additional support.
Differentiation The teacher will circulate and provide assistance where needed. Students who are struggling to find the answers will be supported by peers
in the research process. Students who are moving quickly through the research process will be allowed to begin the next stage of the
process. The discussion period will provide further assistance for those struggling to complete the research and will help all students self-
correct as needed. The teacher will provide groups with additional time during Reading Workshop as needed.
Day 3: Developing a Social Media Project Proposal
21st Century Creativity and Innovation: Work Creatively with Others
Skills *Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
*Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
Information, Communications and Technology (ICT) Literacy: Apply Technology Effectively
*Use technology as a tool to research, organize, evaluate and communicate information
Communication and Collaboration: Collaborate with Others
*Demonstrate ability to work effectively and respectfully with diverse teams
*Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Civic Literacy
*Understanding the local and global implications of civic decisions
Common Core Language Arts: Speaking and Listening: Comprehension and Collaboration
Standards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics
and texts, building on others’ ideas and expressing their own clearly
Language Arts: Writing: Research to Build and Present Knowledge
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources
2010 Ohio Social Studies: Government Strand: Civic Participation and Skills
Academic 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayed
Content graphically to effectively and efficiently communicate information
Standards
Technology Computers with internet access and word processing software, Protecting Animals: Turning Research into Action packet and pencils
Utilized

5. Other Books about animal rights and animal abuse (collection ordered from local library and/or school library), pamphlets from animal rescue
Materials organizations
Activity 1. The teacher will review yesterday’s learning and will overview the expectations for the Social Media Project Proposal with the class as a
(50-60 whole group. Students will ask questions to clarify understanding. Time Allotted: 5 minutes
minutes) 2. The students will work with their group to develop a plan proposal for a Social Media Project Proposal as a group. They will use the plan
proposal sheet to organize ideas. All students will jot notes on the sheet but only the recorder will type/write on the proposal sheet that
will be submitted to the teacher for the group. The teacher will circulate and provide assistance as needed. Time Allotted: 45 minutes
3. The teacher will facilitate a discussion about the process and group collaboration. Students will share any questions and concerns and
help each other solve problems. Students will assess if their group needs to utilize extra work time during lunch (optional). Time Allotted:
5-10 minutes
Assessment The teacher will circulate and meet with each group to informally assess progress and cooperation. She will collect the student packets’ and
review work to assess if students are participating and recording appropriate information. As needed, she will meet individually with
students to assess personal level of understanding and/or provide additional support.
Differentiation The teacher will circulate and provide assistance where needed. Students who are struggling to find the answers will be supported by peers
in the research process and may need to work on-on-one with the teacher for additional support during Reading Workshop. Students who
are moving quickly through the research process will be allowed to begin the next stage of the process. The discussion period will provide
further assistance for those struggling to complete the research and will help all students self-correct as needed. The teacher will provide
groups with additional time during Reading Workshop and/or Lunch as needed.
Day 4: Finalizing Social Media Project Proposal and Developing a Persuasive Argument Presentation
21st Century Creativity and Innovation: Work Creatively with Others
Skills *Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
*Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
Communication and Collaboration: Collaborate with Others
*Demonstrate ability to work effectively and respectfully with diverse teams
*Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Communication and Collaboration: Communicate Clearly
*Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
*Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
Civic Literacy
*Understanding the local and global implications of civic decisions
Common Core Language Arts: Speaking and Listening:
Standards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics
and texts, building on others’ ideas and expressing their own clearly
4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes: speak clearly at an understandable pace
Language Arts: Writing: Research to Build and Present Knowledge
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase

6. information in notes and finished work, and provide a list of sources
2010 Ohio Social Studies: Government Strand: Civic Participation and Skills
Academic 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayed
Content graphically to effectively and efficiently communicate information
Standards
Technology Computers with internet access and word processing software, Protecting Animals: Turning Research into Action packet and pencils
Utilized
Other Books about animal rights and animal abuse (collection ordered from local library and/or school library), pamphlets from animal rescue
Materials organizations
Activity 1. The teacher will review yesterday’s learning and will lead the students in a review of persuasive techniques. Time Allotted: 5 minutes
(50-60 2. The students will work with their group to finalize the Social Media Project Proposal as a group. The focus of today’s work time will be to
minutes) develop a persuasive argument convincing classmates to vote for the group’s project. Students will decide how to best utilize strengths for
the presentation while allowing each group member to have a role (speaking, creating a visual aid, acting in a skit, leading a discussion etc.)
Time Allotted: 40-45 minutes
3. The teacher will facilitate a discussion about the process and group collaboration. Students will share any questions and concerns and
help each other solve problems. Students will assess if their group needs to utilize extra work time during lunch and/or Reading Workshop
in order to be ready to present during next class. Time Allotted: 5-10 minutes
Assessment The teacher will circulate and meet with each group to informally assess progress and cooperation. She will collect the student packets’ and
review work to assess if students are participating and recording appropriate information. As needed, she will meet individually with
students or with groups to assess level of understanding and/or provide additional support.
Differentiation The teacher will circulate and provide assistance where needed. Students who are struggling to find the answers will be supported by peers
in the research process and may need to work on-on-one with the teacher for additional support during Reading Workshop. Students who
are moving quickly through the research process will be allowed to begin practicing their group presentation. The discussion period will
provide further assistance for those struggling to complete the research and will help all students self-correct as needed. The teacher will
provide groups with additional time during Reading Workshop and/or Lunch as needed.
Day 5: Presenting Social Media Project Proposal and Voting
21st Century Creativity and Innovation: Work Creatively with Others
Skills *Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
Communication and Collaboration: Collaborate with Others
*Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Communication and Collaboration: Communicate Clearly
*Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
*Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
Critical Thinking and Problem Solving: Make Judgments and Decisions
*Effectively analyze and evaluate evidence, arguments, claims and beliefs
Common Core Language Arts: Speaking and Listening: Comprehension and Collaboration
Standards 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to

7. support main ideas or themes: speak clearly at an understandable pace
2010 Ohio Social Studies: Government Strand: Civic Participation and Skills
Academic 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayed
Content graphically to effectively and efficiently communicate information
Standards
Technology Computers with internet access and word processing software, Protecting Animals: Turning Research into Action packet and pencils, smart
Utilized board to display student proposals
Other Group member evaluation sheet
Materials
Activity 1. Groups will finalize preparations for their presentation and will rehearse. Time Allotted: 15 minutes
(50-60 2. Groups will present their Project Proposals and attempt to persuade the class to select their project. Classmates will take notes about
minutes) each presentation Time Allotted: 5 to 7 minutes per group for a total of 35 minutes
3. Students will review their notes and be given time to reflect on which project they feel would be the best for our class to complete.
Students will be asked to think critically about which idea would have the greatest impact and would allow for all students to participate in
meaningful ways. Students will highlight their choice on their note sheet. The teacher will tally the results and report back during the next
class. Time allotted: 5 minutes
4. Students will complete group member evaluations (printed copies of the rubric available online at: http://www2.uwstout.edu/
content/profdev/rubrics/secondaryteamworkrubric.html) for homework.
Assessment The teacher will collect the completed Protecting Animals: Turning Research into Action packet and the group member evaluations. She will
use a rubric to assess mastery of indicated standards.
Differentiation Students who excelled in this activity will serve as group leaders for the class project selected (i.e. leaders of the various teams involved in
the project. Sample teams might include: Writers, Illustrators, Advertisers, and Online Discussion Moderator etc.). Students who continue
to struggle with the standards addressed will have additional experiences and opportunities provided as the class works through the project.
The teacher will provide extra support during class sessions, use peer modeling, and also provide additional assistance and corrective
instruction as needed.

8. Name:____________________________________________________________
Protecting Animals: Turning Research into Action Packet
Part 1: Phyllis Reynolds Naylor’s Motivation for Shiloh
Directions: Record notes about the author’s motivation based on the video clip.
Part 2: Identify Ways to Protect Animals
Directions: Explore the ASPCA Kids website and locate at least 4 ways kids could help protect animals. (Hint: Be an internet detective. Investigate the
entire site.)
Part 3: Reflection
Directions: Identify which project you would like to complete and explain your choice. (Hint: Think about your interests, strengths/weaknesses,
background knowledge, and personality etc. to find the best fit for you.)

9. Research Organizer
What is animal cruelty and why is it a problem?
What can be done to prevent animal cruelty?
Why is it important for people to be
aware of animal cruelty?
What is the most important information you want
people to learn from your project?

10. Resources Used
Websites:
1. Web Address: http://www.aspca.com/kids
Name of Site: American Association for the Protection of Animals for Kids
2. Web Address: _______________________________________________________________________
Name of Site: _______________________________________________________________________
Books:
1. Title: __________________________________________________________________________________
Author: ________________________________________________________________________________
Year of Publication: ______________________________________________________________________
2. Title: __________________________________________________________________________________
Author: ________________________________________________________________________________
Year of Publication: ______________________________________________________________________
Pamphlet:
Title: __________________________________________________________________________________
Organization: ___________________________________________________________________________

11. Social Media Project Proposal
Group Members: __________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
Title of Project:__________________________________________________________________________
________________________________________________________________________________________
Part 1: Overview
Briefly explain your project. Be sure to explain the form(s) of social media used. Also, explain how the community will participate in the project.

12. Part 2: Educating Others
Explain what the community will learn from your project.
Explain why it is important to educate the community.

13. Part 3: Taking Action Part 4: Class Involvement
How does your project help animals? If our class selects your plan, how will you make sure that
everyone can participate?

14. Part 4: Persuasion
Why should our class select your project?
(Hint: You may want to review the notes about persuasion in your Writer’s Notebook and the advertising techniques in your Reader’s Notebooks.)

15. Notes on Group Presentations
Group 1:_________________ (+) (-)
Group 2:_________________
Group 3:_________________
Group 4:_________________
Group 5:_________________
Group 6:_________________