Stage 1 - Desired Results

Establish Goals:

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?
Students will learn and understand expectations in the computer lab, bring back signed AUP (so they can go online), and will be able to identify the parts of the computer, and do basic browser navigation.


Students will understand that . . .
• What are the big ideas?
The computer lab has rules to keep them, and the equipment safe.
• What specific understandings about them are desired?
Follow the rules and procedures, and we'll all be happy
• What misunderstandings are predictable?
I didn't know you meant I couldn't do ..., when you said ....

Essential Questions:

What provocative questions will foster inquiry, understanding, and transfer of learning?

Essential Background:

• What background knowledge and skills will students need to have or be brought up to speed on and how will this be done?

Sitting down, standing in single file line up, eyes on me, eyes on screen, remember to use direct, explicit instructions (kinesthetic orders), visual support, and redirection to keep them on task.

Students will know . . .

• What key knowledge and skills will students acquire as a result of this unit?
Computer lab procedure for lining up, going to carpet, going to computers
"Waking" up the computer by moving mouse
Navigating in the browser and tabs
Headphone basics and safety
Mouse buttons left and the magic right button
• What should they eventually be able to so as a result of such knowledge and skills?
They should be able to navigate and use the web links for their grade level

Students will be able to know . . .

  • Think of these as secondary skills / content

Stage 2 – Assessment Evidence

Performance Tasks:

• Through what authentic performance tasks will students demonstrate the desired understandings?
Pin the post-it on the computer part (lesson two); ability to navigate browser by lesson four. Greater facility will be expected from third graders and much less from first, who will have less computer experience.
• By what criteria will performances of understanding be judged?
Observation of their ability to do this independently.

Other Evidence:

• Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?
• How will students reflect upon and self-assess their learning?

Stage 3 - Learning Plan

Learning Activities:

What learning experiences and instruction will enable students to achiever the desired results?
Lesson One: Rules, AUP, and Permission Slips
  • In their classroom or the library; not the computer lab; 30 minutes
  • Introduce students to the rules for the lab
  • Discuss why the rules are why we have them
  • Watch video "Chyrsanthemum"
  • Time permitting, class mind map on story

Lesson Two: Lab Procedures and Computer Basics (without Internet)
  • Moving to lab; 30 minutes
  • Coming into the lab (lining up, sitting down)
  • Sitting on the rug (Grade 1-2)
  • Watch video BrainPop Online Safety
  • Headphones and computer parts;
  • Pin the post-it on the computer part;
  • "Waking up" the computer
  • Self portrait in MS Paint

Lesson Three:
  • Permission forms not needed; 45 minutes
  • Sitting on the rug (Grade 1-2), Facing the screen from chairs (Grade 3)
  • Review rules and online etiquette
  • Watch video BrainPop Online Safety
  • Start of school type and write (Paint and PowerPoint)?

Lesson Four: