S3+Brown+Ruth

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: Each student will complete a [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe?

=Facet Explain= 2. I will ask students if they have ever had a virus on their computer or a family computer? I will ask them what viruses they know about. If no one knows of any specific viruses I will give them 5 minutes to use the Internet to find a virus and share their findings. **(Hook)** 3. I will have them complete an Anticipation Guide. It lists what the students are expected to know upon completion of this unit. Then, I will divide the groups into dyads and they will research the 4 items from the aniticipated guide by using the online text. The sections will be divided evenly by the number of dyads. I will create two copies of each section, have students select a sheet (information will be facing downward) and the dyads will be created randomly.**(Explore/Rethink)** 4. Once they have the information they will create a powerpoint presentation about the unit each contributing to the whole jigsaw. Students will print and photocopy powerpoint with 3 slides to a page and space on the left to take notes.**(Experience/Revise)**. Essentially, students are completing a jigsaw activity and will practice their parts and make corrections on their powerpoint slides .**(Rehearse/Refine)** The students will present their information to their classmates in the form of a powerpoint presentation, students will be creative and include graphics and audio. Students will use Cisco's IT Essential Curriculum downloaded from [|http://cisco.netacad.net]. 5 The students will listen to the presentations and the teacher or students can add information or direct specific questions.The students will journal about this process on their Wiki.**(E)** **Evaluate** 6. **(T) Tailor** 7.**(O)** **Organize** Students will be able to explain the importance of having security. =Facet Self-Knowledge=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand why is security important. **(Where?)** Because there are malicious people out there that you need to protect your data from **(Why)?** Students describe the role of science and technology in creating and solving contemporary issues and challenges. **(What?)**
 * Visual:** Students will share powerpoint presentations.
 * Aural:** Listening to classmates share powerpoint presentations
 * Verbal:** Students present powerpoint presentations to the class.
 * Physical:** Students will move around while forming dyads.
 * Logical:** The groups will present jigsaw activities in a logical order.
 * Social:** Students will work on powerpoint presentation with a partner.
 * Solitary:** Complete Anticipation Guide and journal about the process on their Wiki.
 * Product:** PowerPoint.
 * Time Frame**: Three 90 minute blocks ||

2. I will ask students to create a list of activiites employees do on the computer that might get them fired using Think/Pair/Share protocol. Students will create a list, share with a neighbor, and do a whole group share using the smart board. I expect students to come up with: pornography, playing games, shopping on-line, violating company ethics (looking at information that people do not need to look at to do their job), theft plus more. **(H)** **Hook** 3.Using the Internet, research what people do on a computers to get fired and Acceptable Use Policies for a business. Now create an acceptable use policy for your business. **(Equip)** 4.Students will create a rough draft and submit to instructor for feedback.**(Rethink/ Rehearse)** Students will edit their document and submit their final draft **(Revise/Refine)** 5.Formative Assessment: Computer Security/Use Policy created in Word, put your company name, address, and logo at the top of the document. **(E) Evaluate** 6. **(T) Tailor** 7.**(O)** **Organize** Students will be able to empathize the importance of having computer security. =Facet Perspective=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand the importance of a Security/Acceptable Use Policy **(Where?)** To understand why companies/business need Acceptable Use/Security policies. **(Why)?** Students will develop an Acceptable Use/Security for a small business. **(What?)**
 * Visual:** Students will use Internet for research.
 * Aural:** Students will have the option to listening to iPods while working independently.
 * Verbal:** Students will participate in Think/Share/Pair Protocol and Share Word Documents.
 * Physical:** Students will move to form pairs, and keyboard their document.
 * Logical:** The groups will present jigsaw activities in a logical order.
 * Social:** Students will participate in Think/**Pair/Share** Protocol.
 * Solitary:** **Think**/Pair/Share Protocol, independently create an acceptable use policy.
 * Product:** Acceptable Use/Security Policy Created in Word
 * Time Frame:** Two 90 minute blocks ||

2. I will ask students why do hackers break into computers and why do malicious people create viruses? What is the payload for these type of people? What is the definition of a hacker? Using the Internet research how hackers do their work. How do these people learn to be deceptive? Create a comic strip about a hacker, be realistic and creative.**(H)** **Hook** 3.Learners will visit specific Internet sites about hackers. **(Equip)** 4.Students will be asked to think like a hacker. I will select specific sites for students to read and then using humor appropriately create a comic strip in Comic Life software demonstrating how a hacker operates in cyberspace.**(Rethink/Rehearse)** Students will create a storyboard/script. **(Rethink/Revise)** Students will create a comic strip using comic life. **(Rethink/Rehearse)** Students will present their comic strips to the class uploading their product to the class wiki and using the projector to make the presentation. **(****Rehearse and** **Refine).** 5.Formative Assessment: completed comic strip **(Evaluation).** 6. **(T) Tailor** 7.**(O)** **Organize** Students will be able to empathize the importance of having security. =Lesson Apply=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Student technicians need to understand computer and network security **(Where?)** Because there are malicious people out there that you need to protect your data from **(Why)?** Students describe the role of science and technology in creating and solving contemporary issues and challenges. **(What?)**
 * Visual:** Students will create Comic Strip using Comic Life.
 * Aural:** Play music while students work independently and student will listen to classmates' presentations.
 * Verbal:** Students present comic strips to class.
 * Physical:** Students will use their keyboarding skills to create comics.
 * Logical:** Students will create storyboards.
 * Social:** Students will have an opportunity to discuss attributes of a hacker.
 * Solitary:** Students will create a comic strip using comic life independently.
 * Product:** Comic Strip Using Comic Life.
 * Time Frame:** Two 90 minute blocks ||

2. Explaining that 75% of all service calls that Geek Squad responds to are related to Malware and I will ask students if they have been called by friends, relatives, or neighbors to help them get rid of malware and viruses. **(Hook)** 3. Getting down to business. Step 1: You are stepping up to a system that has no antivirus tool installed. Whenever you approach a new system, your first act should be to remove any viruses. Every antivirus utility comes with a spcial scanner tool to be used on possibly infected systems. Run the tool to find any viruses. How long does this scanning last? If the utility finds a virus, what does it do? What are your choices? Step 2: With the viruses cleared, the next step is to clear out any spyware/adware. There is no single utililty that does a perfect job, so most techs prefer to use two different products to improve their chances of finding all of the spyware. Run both programs and compare them. Can you identify malware that one utility finds buth the other does not? Run both programs and compare them. Where are these spyware/adware located? Why are they given a danger threat level? Step 3: Install an antivirus suite to protect the system from ongoing threats. More advance suites provide protection from malware/spyware as well as viruses. What are some of the options you see with your antivirus tool? Step 4: Start Windows Firewall by opening the Windows Firewall Control Panel applet. Simply starting the Firewall provides a degree of protection from intrusions into your system, but there are cases when you might need certain services from the Internet. In most cases we use the default settings. **(Explore/Rethink)** Upon completion, students will type a lab report using Microsoft Office. In this report the students will answer the question in stage 3 in paragraph format and upload to the student artifacs on the class Wiki. Students will be asked to go home and clean their own PC from malware and viruses. The following class students will be asked to report what malware/viruses were on their home PC. **(Rehearse/Refine/Rethink) Note: Students are allowed to bring in their home PCs for testing and cleaning.** 5. Students will submit a lab report that answers all the question in step 3.The students will discuss their lab and home experiences as a group. Afther the discussion, the students will journal on the Wiki what they learned from the discussion and if their classmates experience was similar or dissimilar to their experience. **(E) Evaluate** 6. **(T) Tailor** 7. **(O)** **Organize** Students will be able to explain the process of removing malware and viruses from a PC. Reference: Myers, M. (2007). //Managing and Troubleshooting PCs.// New York: McGraw-Hill. || =Lesson Interpret=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Student computer technicians will need to know how to implement security procedures in order to protect a computer and information from data loss, corruption, and theft (hardware or data).**(Where?)** According to Geek Squad, the popular PC repair arm of Best Buy computers, reports that over 75 percent of their service calls involve cleaning malware off a computer and then showing customers how to protect their PCs from malware and other attacks. **(Why?)** Students use a systematic process, tools and techniques, and a variety of materials to design and produce a solution or product that meets new needs or improves existing designs. **(What?)**
 * Visual:** Students will be watching for error and completion messages from software.
 * Aural:** Students will share experiences.
 * Verbal:** Students will have an opportunity to discuss/debrief about the lab experience.
 * Physical:** Students will move around the room from classroom to lab area, students will keyboard their lab report.
 * Logical:** Students have a four step process to complete.
 * Social:** Students will have an opportunity to talk while the computer runs the diagnostic software.
 * Solitary**: Students will be completing lab and lab report independently.
 * Product:** Completed lab report uploaded to Wiki and completed journal/log on Wiki
 * Time Frame:** Two 90 minute blocks

2. There's this really cool software called Jing. Has anyone ever used this? It can take screen shots or video. You can create How to videos! Then, show a sample. **(Hook)** 3. Your assignment is to create a series of screen shots and screen videos to add to your Wiki. Remember your Wiki is your electronic portfolio and this assignment is part of your checklist for this quarter. Computers with Windows Operating System, USB Microphone, and Jing downloaded and installed. 4. Using your lab report create screen shots of each section stages 1-4. **(** **Rethink/ Revise)** Students will explain the process of keeping a computer virus free to a relative or friend who is not in the class. (**Rehearse/****Refine)** 5. Students will create a series of screen shots using Jing software.**(E)** **Evaluate** 6. **(T) Tailor** 7.**(O)** **Organize** Students will explain the process of keeping a computer virus free. =Lesson Empathy=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will illustrate security procedures that protect computers and information.**(Where?)** Students will teach their parents about the importance of computer security. **(Why)**Students explain how the relationship between scientific inquiry and technological design influences the advancement of ideas, products, and systems.**(What?)**
 * Visual:** Students will create Screen Shots
 * Aural:** Students will explain the process of keeping a PC virus free.
 * Verbal:** Students will record Audio part of Screen Video.
 * Physical:** Students will move to networking lab to record.
 * Logical:** Students will follow a specific order while completing stages 1-4.
 * Social:** Students will pair up to discuss process.
 * Solitary**: Students will work indedpendently when writing script.
 * Product:** Screen shots uploaded to Wiki.
 * Time Frame:** Two 90 minutes period. ||

2. Two of your classmates showed me this really cool software that allows you to create movies without downloading any software to your computer. When two of your classmates introduced me to this software, I could not see the educational value. However, two students in my UMF class created projects that made think about how to use this software in our class. (**H)** **Hook** (Engage) 3. Student will demonstrate their understanding of computer security by creating a video using Xtranormal. 4. Students will write a script illustrating why the importance of computer security. **(Rethink, Revise)** Then, students will present their products to the class. (**Rehearse/** **Refine)** 5. Students will produce an Xtranormal video. **(E)** **Evaluate** 6. **(T) Tailor** 7.**(O)** **Organize**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand why security is important. **(Where)** The importance of computer security.(**Why)** Students describe the role of science and technology in creating and solving contemporary issues and challenges. ( **What)**
 * Visual:** Students will use the software Xtranormal.
 * Aural:** Students can listen to music while working on projects.
 * Verbal:** Students will be hearing their script in a voice they select.
 * Physical:** Students will be keyboarding and using mouse.
 * Logical:** Students will learn a process.
 * Social:** Students will be given a choice to work individually or in pairs.
 * Solitary**: Students will be given a choice to work individually or in pairs.
 * Product:** Video created with Xtranormal
 * Time Frame:** Two 90 minute periods ||

2004 ASCD and Grant Wiggins and Jay McTighe