Reflections on Ethical Issues

First Topic Chosen

General/Overview of Issues

Description of the Issue

In order to make informed decisions about ethical usage of the internet, students need to be informed about the possible issues dealing with proper usage.

Five to Ten Central Ideas

Privacy: Students personal information is sacred.

Intellectual property: Don't cheat or plagiarize

Public computers: Take extra precautions when using a computer that someone else will use.

Passwords and usernames: Don't share them, period!

On-line scams: They do exist so be on the lookout.

Copyright infringement of software: Don't copy your friend's CD or DVD!

What Students Can/Should Learn

Privacy: Students need to learn that whatever information is put on the internet can be accessed by anyone. Their full name, address, phone number and common hang outs should not be discussed. Depending on age, personal photos might also be off limits.

Intellectual Property: If they didn't create it they need permission to use it (unless otherwise stated as in Creative commons). This includes photos, music, text, clip art, designs and ideas.

Social Networking Sites: Many sites have special privacy settings. There are people who search these sites to gain access to individual's identifications. There are also people who search profiles to gain private information that they can use for negative reasons. They should always set the privacy settings to be the highest possible.

Public Computers: Computers can store usernames and passwords of the individual using them. They need to understand to always log out of any sites they logged into so that other people will not gain access to them.

Passwords and Usernames: They need to understand the extreme importance of keeping these private. Anyone with access to these private identifications can use them inappropriately. They can use them to cause small issues up to illegal activity.

On-line scams: Nearly 10 million individuals are targeted annually in on-line scams. These frauds can deal with things such as eBay auctions to "congratulations you won an X-Box" scams. Students need to be aware that they should never be contacted and asked personal information.

Copyright infringement of software: Students need to understand that if they didn't create it, they need to ask for permission before they use the product. also, they need to understand that copying anything with the intent of using or distributing is illegal. This includes copying CD's, DVD's and software. Students should be taught about how they can actually use certain works that have been licensed under the creative commons license.

Revisions from challenge 7

"They will need to gather and sort the appropriate information. Then the determination of the validity and importance of the information will follow. The next step will be to assemble their project and then submit it for review."

I added a few extra steps into the information section. I had listed the SSCC and DEAPR but didn't really go into any detail. I think it is important to add this as they are such important phases of the creative process.

SSCC - Challenge 7A

Searching for information effectively includes clearly defined need information, information sources and search strategies.

Sorting and judging information appropriately comes from the ability to judge the validity of the gathered information that is encountered in daily life.

Creation process involves interpretation, organization and formating of information.

Communicating needs to be done with the best information possible and through the best medium possible.

DEAPR - Challenge 7A

Designs come from imposing order to information, emerging concepts, patterns and generalizations, and critiquing and reflecting.

Encoding phases = forms, format, medium and procedure

Assembling information into cohesive communication means that revisions and reconstruction most often is required.

Publishing to both the creator as the first audience and peers as the final audience is the necessary set before determining whether the project was effective

Returning to your work to revise may be a neverending process, however, be prepared to determine when a product is finalized

An Information Acrostic - Challenge 7A

Information searching skills include locating information providers and identify information resources and tools.

Now we are creating information faster than we can process it.

Five anecdotes to coping with information overload filtering, contributing only what is important, simplicity, de-nichify and urging governmental guidelines.

Often the skills associated with design(Design/Encode/Assemble/publish/revise) are not taught to students.

Reliability and validity of information are two important aspects to consider when sorting information.

Making good designs for learning should be developed around the SSCC(search/sort and judge/create/communicate) process

Acquiring both core and advanced knowledge is a great need of today's students.

To structure an effective information search students must define: information needed, sources for information and search strategy

Integration and process are two approaches to teach information skills

Opportunities for learning should sometimes be designed around the information using process itself.

Notions of Activity structures, as defined by Harris(1998), that flexible frameworks can generate powerful learning environments, include information exchanges, database creation, electronic publishing, telefield trips and pooled data analysis.

Challenge 6B

Symbols: Symbols play a large role in research and data collection. Symbolic forms are also displayed in photos, videos, facial expressions, graphs and scientific data.

Cognitive Process: Students will design a research project which will involve data gathering, anaylsis and drawing conclusions. The data will be collected in a spreadsheet that the students will create.

Discourse: By developing a research project and presenting the findings to the class in a powerpoint presentation, they students will be using many discourse forms: books, spreadsheets, photos, videos, word processors, internet and podcasts


Content Standards:
This 4th grade unit was developed using the Wisconsin State Educational Standards. This research project and presentation unit will meet these science standards.

A.4.1 Make observations, ask questions and plan environmental investigations

A.4.2 Collect information, make predictions, and offer explanations about questions
asked

A.4.3 Develop answers, draw conclusions, and revise their personal understanding as
needed based on their investigations

A.4.4 Communicate their understanding to others in simple terms

Authentic Activities:
A1 Develop an understanding of wild chimpanzee behavior
A2 Understand the definition of enrichment, how it can be used and how to create items
A3 Determine if offered enrichment changes chimpanzee behavior
A4 Share the results through a presentation

Building activities:
B1a - Students will visit the Jane Goodall Website to
B1b - Students will be given an informational chart describing chimpanzee activity levels
B1c - Students will be given the book- The Chimpanzees of Gombe: Patterns of Behavior by Jane Goodall.

B2a - Students will view enrichment podcasts from the Oregon Zoo
B2b - Students will be given the book Shape of Enrichment by David Shephardson
B2c - Students will be given the American Association of ZooKeepers Enrichment Handbook on CD

B3a - Students will review the process for creating a research project.

B4a - Students will receive a tutorial on PowerPoint usage.
B4b - Students will receive a tutorial on Creative commons and learn how to search for photos and videos


Construction Activities:
C1 - Students will create a one page summary about chimpanzee behaviors including a Chimpanzee daily activity table
C2a - Students will create a one page summary on what enrichment is and how it can be used in captive environments.
C2b - Students will gather enrichment items and create enrichment activities for the chimpanzees
C3a - Students will design a research project
C3b - Students will collect behavioral data for a time period when the chimpanzees do not have enrichment and then again when for an hour after enrichment is given.
C3c - Students will analyze data between the two data collection times.
C4a - Students will gather photos and videos that pertain to studied subject
C4b - Students will create a powerpoint


Sharing Activities:
S4a - Students will share their powerpoint with the school and the zoo educators.
S4b - Presentation will be shared at the zoo's Primate Awareness Day celebration.


Tools:
Students will use the following tools throughout the unit:

* Webpages
* Podcasts
* Books
* Videos
* Photos
* Database program
* Desktop publishing program

Poor Richard's Thoughts on Literacy

Letters...you won't be literate without them

Connecting with one's environment is one key to literacy.

21st century success depends on one's ability to use symbolic forms.

One must not only recognize the message embedded in symbolic information, one must correctly interpret it.

Those who can navigate each form of discourse will come out ahead.

You must first learn to encode your experience into a symbolic form before you can decode your symbolic forms into thought and experience.

Comprehension is greater when one is taught cognitive strategies.

Experience it first, then communicate through your own symbolized representations of your thought.

Reading and writing has a purpose...to learn.