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This unit was designed by Torie Montgomery, Tiffany Bennington, Tina Yates, and Allison Hacker to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of American icons and compare them to Taiwanese icons to determine the similarities and differences between cultural icons. The unit template includes stages 1 through 3, performance task blueprints, rubrics, directions, materials, accommodations, and extensions. The status of the unit design is noted.
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Unit cover page
This unit was designed by four educators to teach Taiwanese students about American icons in music, acting, sports, and politics. The unit will examine the characteristics that define icons and the relationship between icons and culture. Students will compare American icons to icons from Taiwan to analyze similarities and differences between the two cultures. The unit status shows it has completed templates, performance tasks, rubrics, and lists materials and accommodations for a draft that has been peer reviewed.
Unit cover page
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
Unit cover page
This unit will teach Taiwanese students about American icons from music, acting, sports, and politics. It will examine the characteristics of each icon to identify common attributes and explore the relationship between icons and culture. Students will then compare American icons to Taiwanese icons, analyzing similarities and differences between the two cultures.
Unit cover page
This unit is designed to teach Taiwanese adult students about several iconic Americans in the fields of music, acting, sports, and politics. The unit will examine the characteristics of different American icons to understand what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit was designed by four educators and provides information on the stages of instruction, performance tasks, rubrics, resources, accommodations, and extensions.
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Unit cover page
This unit was designed by four educators to teach Taiwanese students about American icons in music, acting, sports, and politics. The unit will examine the characteristics that define icons and the relationship between icons and culture. Students will compare American icons to icons from Taiwan to analyze similarities and differences between the two cultures. The unit status shows it has completed templates, performance tasks, rubrics, and lists materials and accommodations for a draft that has been peer reviewed.
Unit cover page
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
Unit cover page
This unit will teach Taiwanese students about American icons from music, acting, sports, and politics. It will examine the characteristics of each icon to identify common attributes and explore the relationship between icons and culture. Students will then compare American icons to Taiwanese icons, analyzing similarities and differences between the two cultures.
Unit cover page
This unit is designed to teach Taiwanese adult students about several iconic Americans in the fields of music, acting, sports, and politics. The unit will examine the characteristics of different American icons to understand what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit was designed by four educators and provides information on the stages of instruction, performance tasks, rubrics, resources, accommodations, and extensions.
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26 Lab #1 Performing Reconnaissance and Probing Using Comm.docx
26 | Lab #1 Performing Reconnaissance and Probing Using Common Tools
Lab #1 – Assessment Worksheet
Performing Reconnaissance and Probing Using Common Tools
Course Name and Number: _____________________________________________________
Student Name: ________________________________________________________________
Instructor Name: ______________________________________________________________
Lab Due Date: ________________________________________________________________
Overview
In this lab, you explored the common tools available in the virtual lab environment. You
used Wireshark to capture and analyze network traffic and OpenVAS to scan the
network. You reviewed a sample collection of data using NetWitness Investigator,
connected to a remote Windows machine, and explored two file transfer applications,
FileZilla and Tftpd64. You used PuTTY to connect to a Linux machine and ran several
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Lab Assessment Questions & Answers
1. Name at least five applications and tools used in the lab.
2. What is promiscuous mode?
3. How does Wireshark differ from NetWitness Investigator?
4. Why is it important to select the student interface in the Wireshark?
5. What is the command line syntax for running an Intense Scan with Zenmap on a
target subnet of 172.30.0.0/24?
6. Name at least five different scans that may be performed with Zenmap.
27
Copyright © 2014 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com Student Lab Manual
7. How many different tests (i.e., scripts) did your Intense Scan perform?
8. Based on your interpretation of the Intense Scan, describe the purpose/results of each
tests script performed during the report.
9. How many total IP hosts did Zenmap find on the network?
52 | Lab #2 Performing a Vulnerability Assessment
Lab #2 – Assessment Worksheet
Performing a Vulnerability Assessment
Course Name and Number: _____________________________________________________
Student Name: ________________________________________________________________
Instructor Name: ______________________________________________________________
Lab Due Date: ________________________________________________________________
Overview
In this lab, you used Nmap commands within the Zenmap application to scan the virtual network
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You also used OpenVAS to conduct a vulnerability assessment and record the high risk
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report to discover mitigations for those risks and make mitigation recommendations based on
your findings.
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Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
Stage 1
This document outlines the goals and understandings for a unit on national icons. The goals are for students to recognize and compare icons, understand icons' influence on culture, and determine stereotypes from a nation's icons. Students will understand that icons shape perceptions of a nation and rely on longevity, ubiquity, and distinction. Key questions consider what icons are, if they reflect or shape culture, and how icons affect views of a nation. Students will learn about American and Taiwanese icons and be able to recognize, define, discuss, research, and compare icons and their influence.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students should understand how icons represent and shape culture over time. They will consider questions about what makes someone an icon and how icons affect views of a nation. Students will learn about vocabulary, facts, attributes, and impacts of specific icons and be able to conduct research and communicate their findings using technology.
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26 Lab #1 Performing Reconnaissance and Probing Using Comm.docx
26 | Lab #1 Performing Reconnaissance and Probing Using Common Tools
Lab #1 – Assessment Worksheet
Performing Reconnaissance and Probing Using Common Tools
Course Name and Number: _____________________________________________________
Student Name: ________________________________________________________________
Instructor Name: ______________________________________________________________
Lab Due Date: ________________________________________________________________
Overview
In this lab, you explored the common tools available in the virtual lab environment. You
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Lab Assessment Questions & Answers
1. Name at least five applications and tools used in the lab.
2. What is promiscuous mode?
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4. Why is it important to select the student interface in the Wireshark?
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target subnet of 172.30.0.0/24?
6. Name at least five different scans that may be performed with Zenmap.
27
Copyright © 2014 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com Student Lab Manual
7. How many different tests (i.e., scripts) did your Intense Scan perform?
8. Based on your interpretation of the Intense Scan, describe the purpose/results of each
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9. How many total IP hosts did Zenmap find on the network?
52 | Lab #2 Performing a Vulnerability Assessment
Lab #2 – Assessment Worksheet
Performing a Vulnerability Assessment
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Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
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Stage 1
This document outlines the goals and understandings for a unit on national icons. The goals are for students to recognize and compare icons, understand icons' influence on culture, and determine stereotypes from a nation's icons. Students will understand that icons shape perceptions of a nation and rely on longevity, ubiquity, and distinction. Key questions consider what icons are, if they reflect or shape culture, and how icons affect views of a nation. Students will learn about American and Taiwanese icons and be able to recognize, define, discuss, research, and compare icons and their influence.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students should understand how icons represent and shape culture over time. They will consider questions about what makes someone an icon and how icons affect views of a nation. Students will learn about vocabulary, facts, attributes, and impacts of specific icons and be able to conduct research and communicate their findings using technology.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students will understand how icons represent and shape culture over time. They will also consider questions about what makes someone an icon and how icons affect views of a nation. By the end of the unit, students will be able to recognize vocabulary, research icons, and discuss how icons reflect and influence culture using technology.
Stage 1
1. The document outlines learning objectives for a unit on national icons.
2. Students will learn about icons from different countries, how they represent and shape culture, and how icons affect perceptions of a nation.
3. Key skills include researching icons, communicating findings using technology, and working collaboratively.
Unit cover page
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
Stage 3 Calendar
Teachers should plan learning experiences and instruction for students by determining what students should know and be able to do, selecting appropriate activities and assessments to help students meet learning goals, and considering how to differentiate instruction for different groups of students.
Unit cover page
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
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This document discusses planning learning experiences and instruction. It prompts the reader to consider the WHERETO elements when planning: the Where, How, Engagement, Resources, Evaluation, Timing, and Objectives of the learning experience. The document focuses on Stage 3 of planning, which is designing the specific lessons and activities.
Stage 2
This document discusses determining acceptable evidence that students understand a topic through various assessments. It will evaluate evidence from quizzes, tests, observations, dialogues, work samples, and student self-assessments and reflections to show their comprehension.
Performance task blueprint
This document outlines the key elements to consider when developing a performance task to assess student understanding. It asks what understandings and goals will be assessed, what criteria are implied by the standards regardless of the specific task, and what qualities student work must demonstrate to show mastery. It also prompts determining an authentic task for students to demonstrate understanding, what student products or performances can provide evidence of learning, and the criteria used to evaluate student work.
Stage 3 calendar
The document outlines a weekly schedule with days of the week listed along with corresponding numbers. It includes Monday through Friday and provides numeric codes associated with each day. The long string of numbers and codes seem to be planning details or identifiers related to organizing learning experiences and instruction over the course of a week.
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Unit cover page
- 1. Unit Cover Page Unit Title: _________American Icons______________ Grade Levels: ____Adult_____ Subject/Topic Areas: _____________________________________________________ Key Words: ___Icon_____________________________________________________ Designed By: __Torie Montgomery, Tiffany Bennington, Tina Yates, & Allison Hacker_ Time Frame: _____________ School District: ________________________________ School: __________________ Brief Summary of Unit: This unit will teach Taiwanese students about several American icons from the fields of music, acting, sports, and politics. The unit will look at the characteristics of each icon to determine what an American icon is comprised of. Then the students will compare American icons to Taiwanese icons, examining the similarities and differences between the two cultures. Unit design status: Completed template pages – Stages 1, 2, and 3 Completed blueprint for each performance task Completed Rubrics Directions to students and teachers Materials and resources listed Suggested accommodations Suggested Extensions Status: Initial draft (date ___________) Revised Draft (date ___________) Peer reviewed Content reviewed Field tested Validated Anchored