Group+5





**Introduction**

**In designing this unit, my colleagues and I will abandon for a while our traditional method of designing curriculum which is activity-oriented .Instead we will try a creative one applying what is called backward design. With backward design, we choose the destination first and then follow the map to go directly there. .Here we will begin by setting goals before choosing activities or content to teach. The idea is to teach towards those goals, which ensures that the content taught remains focused and organized, promoting a better understanding for students.Previuosly, in our traditional designs we were starting by the content that would be taught. In the second stage we think about what would serve as evidence of the ideas we are focusing on .After reviewing some examples of performance tasks and discussing ideas with my colleagues, we have agreed on two of them .These tasks ask the students to demonstrate what we really want them to understand from the unit. Then comes the third stage in which we chose the activities the students will do during the unit and what resources and materials we will need for these activities. **

** Stage 1 : Identify Desired Results ** Established Goals:  Standard :- ** Ss. should be able to.. ** [NAQAAE] [ [|http://teachinglearningresources.pbworks.com/w/page/33863516/National-Educational-Technology-Standards-(NETS])] Sub standards as follow, students will:
 * use the ICT (information and communication technology )to develop English-learning skills.
 * **acquire the skills and knowledge they need to learn effectively and live productively in a digital world**.
 * Apply self-learning through the best use of the internet.
 * Connect education with the technology of internet.
 * Understand the ways of using the internet in learning.

** What essential questions will be considered? **
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**What is the internet? information technology?**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**How can a student use internet for accessing information?**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**What examples of sites does a student use frequently? Why?**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**How does a student identify educational sites?**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**What are the risks of using the internet?**

<span style="background-color: #00ffff; color: #ff0000; direction: ltr; font-size: 14pt; margin: 0cm 0cm 0pt; unicode-bidi: embed;">** What understandings are desired? ** <span style="color: #ff00ff; direction: ltr; display: block; font-size: 14pt; margin: 0cm 0cm 0pt; text-align: left; unicode-bidi: embed;">Students will understand that
 * The internet can be used to access information.
 * Many tools in the internet provide learning in different subjects.
 * <span style="color: #ff00ff; direction: ltr; font-family: 'Times New Roman'; font-size: 14pt; margin: 0cm 0cm 0pt; unicode-bidi: embed;">Learning needs to be up to date through the internet.
 * The internet is a double edged weapon.

<span style="background-color: #00ffff; color: #ff0000; direction: ltr; display: block; font-size: 14pt; margin: 0cm 0cm 0pt; text-align: left; unicode-bidi: embed;">What key knowledge and skills will students acquire as a result of this unit? <span style="color: #ff00ff; direction: ltr; display: block; font-family: 'Times New Roman'; font-size: 14pt; margin: 0cm 0cm 0pt; text-align: left; unicode-bidi: embed;">Students will know.... K
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**The meaning of internet, information technology and communication.**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**How to use the internet in modern world?**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Websites, wiki and blogs.**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Copyright and documentation**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**The ethics of using, uploading, downloading and surfing the internet**

<span style="background-color: #00ffff; color: #ff0000; direction: ltr; display: block; font-size: 14pt; margin: 0cm 0cm 0pt; text-align: left; unicode-bidi: embed;">** Students will be able to.... skills **
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**access, build wikis for educational purposes.**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**do projects on the internet.**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**design free websites.**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**classify the sites, wikis and blogs.**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**make accounts, e-mails.**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**download educational presentation.**
 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 130%;">**use technology effectively and productively.**
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">communicate and collaborate .**

**Stage 2 - Assessment evidence** **Performance Tasks** **1-After research and discussion, students will create a Word Processed document that describes safe and responsible use of internet and personal consequences of inappropriate use.To enhance their document, they will incorporate non-textual elements and manipulate styles. They will Cut text from their electronic research and Paste it into their paper applying quotation marks and properly referencing the source.**

**2-Students will create a 'web site' to present their research findings ]. Each group will build one page for the site.Students will gather information on a topic centered on a class theme (explorers, weather, inventions) or [present a problem concerns their community and how to solve this problem using the Internet .Students will use advanced search techniques to locate information from the Internet about their topics.**

<span style="background-color: #00ffda; direction: ltr; display: block; font-family: 'Times New Roman'; font-size: 14pt; margin: 0cm 0cm 0pt; text-align: center; unicode-bidi: embed;">** Rubric for grading the performance task ** <span style="background-color: #00ffda; direction: ltr; display: block; font-family: 'Times New Roman'; font-size: 14pt; margin: 0cm 0cm 0pt; text-align: center; unicode-bidi: embed;">** (the designed website) **


 * =  ||= **<span style="color: #e31f1f; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Fair ** ||= **<span style="color: #e31f1f; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Improving ** ||= **<span style="color: #e31f1f; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Excellent ** ||
 * = ** To what extent does the team relate the content to real life issues? ** ||= **the team site discuss a broad problem.** || **the team discusses a specific problem.** ||= ** the team discusses a problem in the educational field, it also reflects their need. ** ||
 * <span style="color: #e31f1f; direction: ltr; display: block; font-size: 14pt; margin: 0cm 0cm 0pt; text-align: left; unicode-bidi: embed;">How is the information ** authentic? ** ||= i** nformation from one reference. ** ||= ** the information from five sources, and decumented ** || ** the information from various electronic sources, research, books and survey **
 * all these sources are documented. ** ||
 * = ** How is the technology tools applied? ** ||= ** using the internet ** ||= ** using the internet, search engines, real life material ** || **using the internet, search engines, real life materials, photos, videos.** ||
 * = ** The overall view for the website ** ||= ** different colors cope with the content. ** || ** well organized, contrast and color are balanced. ** || ** well organized, colour, content, contrast, presentation and content are coherent and attractive. ** ||

**Other evidence**

**Quizzes** **A prompt** **Self-assessment**
 * **What are the advantages and disadvantages of using the internet in education ?**
 * **What are some of the ways the Internet can be used for education?**
 * **Do you think that it is important for schools to have Internet access? Why?**
 * **How can the Internet help you learn English? Do you take advantage of this?**
 * **What is Copyright? How do we break Copyright law on the Internet?**
 * **What is URL?**
 * **What does www stand for?**
 * **How can we stop students from "cutting and pasting" from the Internet when they do their assignments?**
 * **Self-assess the web site.**
 * **Self-assess the document on safe and responsible use of internet and personal consequences of inappropriate use.**
 * **Reflect on How can the internet change our education?**

**Whereto elements** > **HOOK** > **Equip / Explore / Experience** > **Rethink/ Rehearse/ Revise/Refine** ** Evaluate ** **Tailor** > ** ( tickets - hotels) ** > ** ( putting -withdrawing- loans- transforming) ** **Organize**
 * Stage Three ** -**Learning Plan**
 * ** [W] Where are the students going? **
 * ** Why? what do they need to know? **
 * ** What makes the internet so useful? **
 * ** How does it turn the world into a small village? **
 * ** How can we make good use of it? **
 * ** What are the important websites? **
 * ** What a re hackers / cyber criminals?  **
 * ** How can we exchange information? **
 * ** To what extent it changed the world? **
 * ** What familiar Websites do they use? **
 * ** Students decide how to defend their computers against viruses. **
 * ** Download important current information. **
 * ** Create new emails' account. **
 * ** work in groups to create wikis and blogs. **
 * ** - Decide how the internet can help in their learning. **
 * ** - Recommend new sites to visit. **
 * ** - Explain the importance of website. **
 * ** - Show examples on Virtual (reality and tourism) **
 * ** - Introduce (Educational websites) ask students to use them and **
 * download information from them. **
 * ** - Give open- questions about when, how the internet begins. **
 * ** How long do the students spend on searching websites? **
 * ** Do they suffer from hackers or viruses? **
 * ** Divide them into groups, each group decides what are **
 * the advantages and disadvantages of websites. **
 * ** Groups REFLECT on their work on the internet. **
 * ** Explain how to use it for booking **
 * ** Use the internet tjoin blogs and invite their friends from outside the school. **
 * ** Tell their parents about how to do banking activities **
 * ** Explain how the internet provides job opportunities. **
 * ** Explain to other students how to make friends from foreign countries **
 * **Show how to organise important information depending on the web site reliability.**
 * ** Explain how to visit a lot of places from your place **
 * ** Explain how it is helpful for doing researches from the net. **
 * ** Discuss the sites they visit and decide if they are good or not. **
 * ** Assesss their own presentations and sites objectively depenting on rubrics. **
 * ** this unit will be divided into seven lessons for two weeks. **



[|importance of internet to learn]

[|digital natives and digital immigrants]

This unit was designed and produced by Ibrahim Abouzeid A. Abdelkareem Ussama Al Bayomi Tamam El Roby Hammada Fahmi