Inquiry and information_fluency_mini_lessons
Transcript of Inquiry and information_fluency_mini_lessons
Inquiry and Information
Fluency Mini- Lessons
Created by:
Lakita Reese
FRIT 7234
Georgia Southern University
Summer 2013
ISTE Standardshttp://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.
Creating a Business Plan
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.
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?
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.
Performance Tasks
Assignment 1: The Importance of a Business Plan
Assignment 2: Meet Successful Entrepreneurs
Assignment 3: Creating a Business Plan
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.
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?
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.
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.
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.
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
Image Credits
http://www.flickr.com/photos/langwitches/5603842003/
http://cce.clark.edu/blog-tags/business-plan
http://www.flickr.com/photos/wingedwolf/5471047557/
Public Service
Announcements
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.
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?
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?
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
Image Credits
http://www.flickr.com/photos/wingedwolf/5471047557/
http://tsa-illinois.org/2013/01/10/tsa-ils-new-psa/
International Business
Brochure
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.
Essential Question
Why is it important to know international differences
when interacting with people of different cultures?
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.
Introduction (cont)
After introducing the lesson, hand out and
review the project directions and rubric with
the students.
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.
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)
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.
Standards and Criteria for Success
Students will be evaluated in this lesson using the following
assessment:
International Business Brochure Rubric
Image Credits
http://imagesci.com/all-countries-flags-8718-hd-wallpapers.html
http://www.flickr.com/photos/wingedwolf/5471047557/