Artifact #2

Essential Question: What responsibility do we have for what we create?

Unit 3 To better understand the role technology plays in our lives, students will
research the advantages and drawbacks of technological innovations as
they are portrayed in various mediums. As students work to complete

Project their research projects, they will incorporate the knowledge of the skills
practiced during the unit as they discuss, plan, research, and create the
project, and as they deliver their presentations.
This project is a culminating assessment of what they have learned throughout the unit on the
advancement of technology and what responsibility people have for what they create. In this unit,
students will encounter informational text ranging from the usage of DNA for research studies,
the usage of chemical warfare, and the novel Frankenstein. They will look at each text from
various perspectives in how technology has helped as well as hurt humanity.
Suggested topics for small-group research and presentations include:
How have social media, such as Facebook and Twitter, and the widespread use of
computers and cell phones changed the way that people interact? What are the advantages
and drawbacks of these technological advances?
Research other instances where contaminated environments posed a danger to peoples
health. Describe the ultimate outcome of these instances. To what extent did they result in
the adoption of smarter environmental practices or in better regulation?
Find examples of work that used to be performed by people, but that can now be
performed by machines or robots. What is the effect of such mechanization? How might
society change as mechanization continues?
What are other representations-in films, books, television shows, or paintings-of
technologically advanced dystopias? How are they depicted? What are the most common
apprehensions they express about technology and society?
Technological advances have revolutionized how music is shared, how films are created,
how crops are grown, and how illnesses are treated. Pick one of these examples and do
research to learn more about the causes and effects of the technological advance in
question. Are the effects wholly positive, or are they mixed?
How has the use of technology impacted current events? Explore, for example, the
impact of social media on American elections or during the Arab Spring. How does
technology give people more power than they would otherwise have? What are the risks
and benefits associated with using technology to create political change?
Investigate the use of drone warfare as it is discussed in texts, articles, and studies. What
is the case for and against such warfare?
English/Language Arts Florida Standards
LAFS.910.RI.1.1, LAFS.910.RI.1.3, LAFS.910.RI.2.4, LAFS.910.RI.2.5, LAFS.910.RI.2.6,
LAFS.910.RI.3.7, LAFS.910.RI.3.8, LAFS.910.RI.3.9, LAFS.910.RI.410, LAFS.910.W.1.1,
LAFS.910.W2.5, LAFS.910.W.2.6, LAFS.910.W.3.7, LAFS.910.W.3.8, LAFS.910.W.3.9,
LAFS.910.W.4.10, LAFS.910.SL.1.1, LAFS.910.SL.1.2, LAFS.910.SL.1.3, LAFS.910.SL.2.4,
LAFS.910.SL.2.5, LAFS.910.SL.2.6, LAFS.910.L.2.3, LAFS.910.L.2.4

ISTE Standards
1. Facilitate and inspire student learning and creativity: engage students in exploring real-
world issues and solving authentic problems using digital tools and resources; model
collaborative knowledge construction by engaging in learning with students, colleagues,
and others in face-to-face and virtual environments
2. Design and develop digital age learning experienced and assessments: design or adapt
relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity.
3. Model digital age work and learning: Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate, and use information resources to
support research and learning.
4. Promote and model digital citizenship and responsibility: advocate, model, and teach
safe, legal, and ethical use of digital information and technology, including respect for
copyright, intellectual property, and the appropriate documentation of sources
5. Engage in professional growth: participate in local and global learning communities to
explore creative applications of technology to improve student learning; evaluate and
reflect on current research and professional practice on a regular basis to make effective
use of existing and emerging digital tools and resources in support of student learning.
Procedures:
Each student chooses a group to work with (between 3-5 students depending on class size). Each
member is responsible for conducting their own research for the project with each person using a
different source. Student have previously completed a similar project using technology therefore
they will review proper research standards and APA format for citation of sources. Each group
will create a visual/oral presentation on their chosen topic for the unit. It must include visuals,
each member participating (speaking to the whole class, completely answer the questions to their
topic and a well-cited APA reference page. following the guidelines for conducting research and
as a group following the rubric for the putting together of the presentation.
Objectives:
Complete topic-specific group research projects connected to the unit theme and essential
question.
Practice and apply research strategies to produce a presentation with multimedia features.
Participate effectively in a range of conversations and collaborations to express ideas and
build upon the ideas of others.
Practice, apply, and reinforce Listening & Speaking, and Research Standards.

Technology Integration Matrix:

Within the Active Learning Characteristic, this project falls into the Active Infusion Level since
students are able to use the tools they see fit for demonstrating their research. As a group, they
choose how to display the information. In the Collaborative Learning this falls under the
Transformation Level where students must use technology to conduct the research and
disseminate the information. In the Constructive Learning Characteristic, it follows the
Constructive Infusion where students have a choice and regular use of technology to build upon
prior knowledge of both project structure, delivery, research and material. In the Authentic
Learning this falls into the Authentic Transformation because students must look at the use of
technology in the global context and its influence on society. Finally, this project follows the
Goal Directed Adaptation where there are purposeful tools for student use and exploration of
information.
Materials: Computers, Projector, Research
 Presentation Rubrics
Total Points 10 -8 points 7-6 points 5-3 points 2-1 points
Slides Have the required 8- Have about 6-8 Have about 5 Have less than 5
10 slides with bullet slides with bullet slides with some slides with some
points of information points of information information
information
Visuals/Audio Visuals (1-2 per Visuals (1 per Visuals (sporadic Visuals (less than
slide) correlate to the slide) correlate to between slides) half the slides) not
chosen topic and/or the chosen topic may or may not correlate to topic
audio that plays well and/or audio that correlate to and/or audio w/
and also correlates to plays and chosen topic difficulty to play
topic correlates to topic and/or audio w/ not correlating to
difficulty to play topic
may or may not
correlate to topics
Information Information clearly Information Information Information
in students own mostly in clearly clearly
language, clearly students own copy/pasted from copy/pasted from
correlates to topic, language, research, lengthy, research, lengthy,
minimal to the point, correlates to topic, may or may not not following
in bullet form, might be lengthy, be in bullet form, bullet form,
answering all the in bullet form, answers some of answering only a
questions completely answering most of the questions few questions
the questions
Reference Each source clearly Each source Some sources Missing sources,
Page following APA following APA follow APA not following
format including format, including format, including APA format
research from all research from research from
members w/ minor most members w/ most/some
errors some errors members
Time Follows the required + or 1 minute of + or 2 minutes + or 3 minutes
time of 5-7 minutes the required 5-7 of the required 5- of the required 5-
in total for the minutes in total 7 minutes in total 7 minutes in total
presentation for the for the for the
presentation presentation presentation
Performing 4 Advanced 3 Proficient 2 Basic 1 - Emerging
a Speech
Poise You appeared calm and You seemed calm and You mostly seemed You seemed wiggly
confident. There was no confident. Only one poised. A couple of and not at all
distracting behavior. or two minor major distracting poised. You had
distractors were behaviors bothered many distracting
noticed, but they were the listeners. behaviors.
not overly distracting
to the not overly
distracting to the
listeners.
Voice Your voice was just Your voice was just You spoke a bit too The audience had a
right for the space not right for the space. A softly or too loudly. hard time hearing
too loud or too soft. couple of words were Several times your you. Many words
Every word was heard. mumbled or blurred words were not were not understood
You did not mumble or together. You did not clear. because of
blur words together. have any strange mumbling.
You did not have any vocal patterns.
strange vocal patterns
Life You had a lot of feeling You had some feeling You only had one or There was no life in
in your voice. We heard in your voice. There two places where the speech. You
emotion, passion, were several parts that you seemed to come spoke in a
excitement, sadness, really came alive for alive and put feeling monotone voice and
etc. You were engaging, the listener. into your speech. did not put any
and enjoyable to listen emotion into any
to. part of the speech.
Eye Contact You constantly looked You mostly looked at You only You never looked at
at your audience. You your audience. You occasionally looked anyone. You read
looked at each member looked at some at the audience. straight from the
of the audience. You members of the Many audience power point/Prezi
barely glanced at the audience. You used members were
power point/Prezi. the power point/Prezi never looked at.
You read from the
power point/Prezi
over half the time.
Gestures You had very effective You had some Only one or two You had not
hand, face, and body gestures that times did we see gestures.
gestures. Your motions contributed to your some gestures.
added a lot to your speech.
speech.
Speed You were not too fast or You were not too fast You spoke a little You spoke way too
too slow. You varied or too slow. Your too fast or too slow. fast. There was no
your speed: faster for speech had one speed change of pace.
exciting parts, slower to You did not use
add emphasis. You used pauses.
pauses to let main
points sink in with the
listeners.