Flipped Lesson
Subject: Technology
Grades: 5-8
Topic: Copyright
Time Period: 3 Days
TEKS: The student is expected to:
(3A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
Essential Question: What rights do you have as a creator?
Grades: 5-8
Topic: Copyright
Time Period: 3 Days
TEKS: The student is expected to:
(3A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
Essential Question: What rights do you have as a creator?
Blooms Correlated Objectives
Students will be able to:
understand that copyright is a legal system that protects the rights of creators.
compare different ways people license their copyrighted work.
create an original song and reflect on their copyright for the song.
evaluate real life scenarios to decide the appropriate use of copyright.
demonstrate their understanding of copyright by completing a script.
create an avatar to explain the the importance of copyright.
understand that copyright is a legal system that protects the rights of creators.
compare different ways people license their copyrighted work.
create an original song and reflect on their copyright for the song.
evaluate real life scenarios to decide the appropriate use of copyright.
demonstrate their understanding of copyright by completing a script.
create an avatar to explain the the importance of copyright.
What Marzano strategies will you use to help students process information?
Setting Objectives and Providing Feedback
Cooperative Learning
Homework and Practice
Non-Linguistic Representations
Cooperative Learning
Homework and Practice
Non-Linguistic Representations
In class the previous day:
Engage (last 15 min):
First pose the essential question: What rights do you have as a creator? Then point out to students that they are all creators. Ask them to think about times they recorded an idea they had– whether they wrote something down, uploaded it onto the Internet, took a picture or video, or made something for class. Now ask them to think about a time when they’ve used things online that others have created, such as copying or downloading something from the Internet. Tell students that they will watch a video about a real girl who is a writer and shares her writing online.
First pose the essential question: What rights do you have as a creator? Then point out to students that they are all creators. Ask them to think about times they recorded an idea they had– whether they wrote something down, uploaded it onto the Internet, took a picture or video, or made something for class. Now ask them to think about a time when they’ve used things online that others have created, such as copying or downloading something from the Internet. Tell students that they will watch a video about a real girl who is a writer and shares her writing online.
At home: (What will they watch and do? How will you know they actually watched it? )
Evaluation:
2. What are the risks of Nicole sharing her writing online? Explanation:
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In 70 min class (following day):
Engage (5 Mins):
Do Now /Warm-Up/Focus Question:
Do Now /Warm-Up/Focus Question:
- Project Pictures of a Baseball Game, The United States Flag, and a Birthday Cake. Then ask students to think of songs that we all have sung or heard at one point in our lives? The answer to be looking for is the “Happy Birthday” song, but have some fun with this question by brainstorming popular songs, e.g., “Take Me Out to the Ballgame,” “The Star-Spangled Banner,” etc. If students don’t guess the “Happy Birthday” song, give them clues. Then tell students that in the next activity they will examine the issue of copyright and “Happy Birthday.”
- Have students visit CyberBee to review copyright . Student will have to hover over students to see their question and click to find out answer.
- Use www.PollEverywhere.com, Edmodo, or other Student Response System to take a poll on the students understanding of copyright
- Discuss Poll results with students .
- Students will watch the teacher's Voki Avatar explaining the Common Sense Media's The Truth about "Happy Birthday" background information. ( only example Voki below)
- Have students work in cooperative groups to pretend they are movie producers who want to avoid paying thousands of dollars in fees. They will have to come up with original lyrics, melody, and a beat and complete the questions below. Remind them that if their song is too close to the original song it could be considered plagiarism, and that's against the law. So be original!
- Have students share their songs.
Enrichment (10 Mins):
- Now that students have recorded their song. Have them think about how they would want other people to be able to use it and discuss with their co-writers (group members) what they will allow others to do with their song. COPY - SHARE - PERFORM - CHANGE/ALTER - SELL
- Have students visit Creative Commons to create a license online for their song.
Extension (10 mins):
Evaluate (10 mins):
- Have students work in collaborative groups pretend that are detectives to decipher the meaning behind mysterious symbols at the end of this VIDEO. The students are to figure out what the symbols mean and what they have to do with copyright.
- Have students share the group responses.
Evaluate (10 mins):
- Students will reflect their learning by creating an avatar using their voki accounts to demonstrate their understanding of copyright. They will create a script that answers the following questions to give their avatar a voice: What is copyright? Why is it important? What do you think it means to use someone else’s creative work responsibly? If you created a picture, poem, or video and posted it online, what do you think you would do? Would you make people get your permission every time they used the work, use a Creative Commons license, or put it in the public domain? Explain your choice.
How will you assess their Learning?
Students will be assessed using Edmodo through online quizzes, discusion questions, an exit ticket, avatar reflections, and class discussions. And a formal assessment class assessment will be given on Day 3.
References:
http://www.kokuamai.com/test/flipped/images/pic-flipped.jpg
http://www.commonsensemedia.org/educators/lesson/copyrights-and-wrongs
http://www.classtools.net/widgets/quiz_58/Copyright_Practice_Z4abE.htm
http://www.cyberbee.com/cb_copyright.swf
http://www.commonsensemedia.org/videos/student-intro-video-credit-creative-work
http://www.commonsensemedia.org/educators/lesson/copyrights-and-wrongs
http://www.classtools.net/widgets/quiz_58/Copyright_Practice_Z4abE.htm
http://www.cyberbee.com/cb_copyright.swf
http://www.commonsensemedia.org/videos/student-intro-video-credit-creative-work