Internet Safety Assignment

David L Tetterton

IPT287 Internet Safety Assignment

 

1.    What articles did you choose to read?

1.    “Let our Voices be Heard”

2.    “Things as They Really Are”

3.    “Technology and a House of Learning”

2.    What were the three most important things you learned from the readings?

1.    That we need to be in better control of the media (Internet, TV and video games) in our homes.

2.    That inappropriate material on the TV has jumped from 67% in 1998 to 75% in 2000, and

3.    Making friends on the internet or having a relationship with someone other than your spouse is not appropriate.

3.    Describe the video resources you watched (name, content, hosted location/website, etc.).

1.    I watched several websites and learned quite a bit.  Some of the information was already known.               

1.    http://www.ikeepsafe.org/assets/videos/?vid=fauxpaw_video

2.    http://www.ikeepsafe.org/iksc_kids/

3.    http://www.webwisekids.org/index.asp?page=Katie_parents

4.    http://www.pbs.org/wgbh/pages/frontline/kidsonline/view/main.html

4.    What are the three most important things you learned from the video resources you viewed?

1.    That our children hide what they view from us.

2.    We as parents and educators need to be more persistence in knowing what is being viewed.

3.    We need to also respect our children’s privacy.

5.    Describe who you talked with (no names are needed - just a brief description of age). 

1.    I spoke with my wife and daughter.  Wife: 49 years old, Daughter: 16 years of age

6.    Describe what you shared and what the reaction of the person was. 

1.    We together watched several of the videos above, after I had watched them.  The reaction of the wife was one of disbelief, while the daughter knew of the hazards, because of a previous incident on the net. 

7.    What will you do differently now that you have completed this assignment?

1.    I will try to be more involved in my children’s behavior on the internet.  I will also be careful of the types of individuals they come in contact with.

8.    How can you use what you have learned to have a positive influence on those you teach?

1.    The positive influence I can best have towards those I teach is by being informed of the hazards that are on the internet and explain and show them what can happen.  Let them know that I care about them and that they are important to me.

 

TPACK Presentation

I just finished the TPACK Presentation Project and it can be viewed at: http://docs.google.com/present/view?id=dhpq9xn2_80fss972dv
Hope you like it.

Lesson Plan on Science

Name: David L Tetterton
Title: Clouds
Summary: Students will learn the basic cloud types and be able to measure, record weather patterns over a period of time.
Primary Core Objective: Science - 4th Grade   Standard 2 Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns.   Objective 1 Observe, measure, and record the basic elements of weather. a.         Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). b.         Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure).
Materials Used by the Teacher:   ·       White/Chalkboard ·       Markers/Chalk ·       If not raining, go outside for observation ·       Handouts ·       Assessment sheets	Materials Used by the Students:   ·       Pencils ·       Paper ·       Science Book ·       Graph paper ·
Technologies Used by the Teacher:   ·       PC ·       Barometer ·       Thermometer ·       Overhead projection from PC	Technologies Used by the Students:   ·       PC ·       Barometer (shared in groups) ·       Thermometer (shared in groups)
Intended Learning Outcomes:   ·       Students will learn the different types of clouds: cumulus, cirrus, and stratus.  They will list what each looks like and their characteristics. ·       The students will prepare a graph for studying the patterns of weather and start graphing the changes in barometer and the temperature over a period of 4 weeks.
Instructional Procedures: Ask the students what are the different kinds of clouds.  Expect to get answers such as rain, snow, fluffy and etc.  Explain to students that there are many different kinds of clouds, but today we will learn about three (3) kinds. Show video clip. http://teachertube.com/viewVideo.php?video_id=96209&title=Clouds If the weather is suitable, take students outside so they can try to identify the different kinds of clouds in the sky.  Give each student a handout with a picture and characteristics of each of the three (3) different clouds. Take Laptop out with you with the barometer attached and after the identification process is completed, show the students what the barometer does and have them observe the changes on the screen.  Explain what is happening and what a barometer does.  Return to the classroom and show the students the manual barometer and the thermometer and explain the project for the next four (4) weeks. Show students on the board how to graph the weather changes, this will be an ongoing procedure throughout the next four (4) weeks).
Extensions: As students complete the graphing, have the fast finishers go to the computer and explain to you or to the aide in the class what is happening on the screen. Once they complete this, the fast finishers can have computer time until all the class has finished the graphing.
Assessment Plan:   Handout sheets with pictures of clouds and have students label each cloud with its name.  Then have them match the cloud name with the characteristics. Given the data: precipitation, temperature and air pressure (barometric reading) have students graph the weather pattern.

 

Lesson Plan 1 math same more less than

Name: David L Tetterton
Title: Is it more, less or the same?
Summary: Students will point to objects and tell whether they are the same, more or less than the example
Primary Core Objective: Kindergarten -- Mathematics Standard 1 Students will understand simple number concepts and relationships. Objective 2 Identify and use simple relationships among whole numbers up to 30. d. Compare sets of objects and determine whether they have the same, fewer, or more objects
Materials Used by the Teacher:   ·       Pictures, blocks, chalk, chalkboard, whiteboard, dry erase markers, paper and worksheet	Materials Used by the Students:   ·       Paper, pencils, blocks
Technologies Used by the Teacher:   ·  Chalkboard/Whiteboard, dry erase       markers/chalk, ·  Computer and projector	Technologies Used by the Students:    Pencils, markers/chalk Computer with math software
Intended Learning Outcomes:   ·       Students will describe the difference between more, less or the same.
Instructional Procedures: Teacher shows as preview: http://www.youtube.com/watch?v=bxpAHliQ8ww The teacher will explain what the students will learn today.  At this point, the teacher will explain the difference between same, more and fewer (less).  The teacher will show pictures of what more and less (fewer) than look like.  This will be projected onto the front of the classroom by use of computer and projector.  The teacher will then model with the blocks what the same is, as well as model more and less.  At this point the teacher will again model the precepts taught with the students also participating with their blocks.  Finally the students will model the concepts taught with their blocks.  The teacher will also use the white/chalk board to demonstrate, after which the students will do the same.
Extensions: In case there are those students that finish ahead of the other students, teacher will have either paper (handouts) with pictures the students can color that will go along with the class instruction.
Assessment Plan: At the end of the instructional period, the teacher will have the students demonstrate their knowledge content by asking questions and having them answer, using the blocks.  A worksheet with pictures of more than, less than, and the same number of objects will be given to students to measure their learning.  The students will circle the correct answer.  This will be a permanent product assessment tool that follows the summative arrangement of assessments.

 

Lesson Plan for Language Arts

Name: David L Tetterton
Title: Media for Kindergarten
Summary:   Students will learn about the different types of media available that can be used to tell a story, demonstrate an object, or explain an interest.
Primary Core Objective: Standard 1 Oral Language - Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.   Objective 2 Develop language through viewing media and presenting. a.         View a variety of media presentations attentively. b.        Use a variety of formats (e.g., show and tell, drama, sharing of books) in presenting with various forms of media
Materials Used by the Teacher:   ·       PC with overhead projection ·       White/Chalk board ·       Chalk/markers for board ·       Picture presentation ·       Magazines ·       Newspaper ·       Radio	Materials Used by the Students:   ·       Pencils, pens, crayons ·       PCs if available ·       Old magazines ·       Objects or items brought from home for show and tell.
Technologies Used by the Teacher:   ·       Magazines ·       PCs ·       Projection equipment	Technologies Used by the Students:   ·       Magazines ·       PCs
Intended Learning Outcomes:   ·       At the end of the class, the students will give a presentation with an object brought from home.  ·       The students will also use the PC and other items to demonstrate other ways to make a presentation that will be shown to the class.
Instructional Procedures:   Explain to the class that today we will learn about different types of media. Ask:  Does anyone know what media is? Explain media. Show video clip from Sesame Street.  http://www.youtube.com/watch?v=eM9RtCCXrsw Ask students what did they learn from the video. Explain that this is a form of media.  Other forms of media are movies, radio shows, TV programs, newspapers, magazines and storytelling. Have students get magazines and find something that they like in it and tell the other students about it.  Explain that this is a form of media. Show newspaper and read a small article from the paper to the students.  Tell them that is also a form of media. Show the radio and explain that many of them listen to the radio in their cars with their parents.  Another form of media is the radio. Show the pictures of different types of media. Show video of children making a newspaper. http://teachertube.com/viewVideo.php?video_id=7174&title=Class_Newspaper_Writing Ask students to go to PC and we can make our own newspaper. Have students get out their items that they brought from home for sharing time.  Explain that as they tell their stories, they are doing media.
Extensions: As each student finishes his/her sharing time, let them join in listening what the other students have to share.
Assessment Plan: Give the students a handout with pictures of different types of media and other pictures and have them circle the pictures that are media.  Ask the students what they learned in class today.  As students finish the assessment, allow the students to use the computers in the classroom in groups to start creating a newspaper, magazine or something else that could be used to demonstrate their knowledge of different types of media.