Media Grades 5-6

Avon Lake City Schools

Media Grades 5 and 6

Version 1.0 2022-09-28

Content Overview:

Beginning the year students will study digital citizenship skills through real life challenges, digital dilemmas and other timely topics that students face today, giving them the skills they need to succeed as digital learners, leaders, and citizens of tomorrow. Students will then be immersed in current educational technology in order to enhance multimedia project creation. Students will then engage in proper research methods in order to recognize misinformation, bias, and the ability to verify sources. The students will also learn to not only define but to recognize plagiarism. Students will also learn proper citation of sources using current APA style formatting. To finish the year students will go through career exploration by engaging in fun activities to explore careers and help students set career goals so they can take steps to make their aspirations a reality. Knowing more about the various career exploration activities can help students decide which activities would benefit them the most.

Resources:

Assessments:

  • Individual project-based
  • Group project-based assessments
  • Quizzes
  • Small and Large group discussion
  • Self-Questionnaire
  • Checklists
  • Surveys
  • Entry and Exit Slips

Standards/Learning Goal

1st Quarter - Social Media Responsibility/Digital Citizenship

Ohio Learning Standards for Technology Grade 5

  • Cybersecurity

    • NI.C.5.a Demonstrate password creation techniques to develop and use a strong password used on personal accounts.

  • Culture

    • IC.Cu.5.a Explain how computing technologies have changed the global community and express how those technologies influence and are influenced by cultural practices.

  • Safety, Law and Ethics

    • IC.SLE.5.a Use public domain or Creative Commons media, and refrain from copying or using material created by others without permission.

    • IC.SLE.5.b Communicate the effects of sharing personal information on the safety of student identity to determine how to protect students.

    • IC.SLE.5.c Evaluate the need to keep personal information secure and protect the digital footprint.

Ohio Learning Standards for Technology Grade 6

  • Cybersecurity

    • NI.C.6.a Identify cybersecurity concerns and measures needed to protect electronic information.

    • NI.C.6.b Identify the different types of malware to understand threats to data security. 

    • NI.C.6.c Identify ways to protect private information

  • Social Interactions

    • IC.SI.6.a Analyze and present beneficial and harmful effects of electronic communications to understand their impacts on interpersonal, global, economic, political, business and cultural interactions.

  • Safety, Law and Ethics

    • IC.SLE.6.a Describe tradeoffs between allowing information to be public and keeping information private and secure to inform decision making. 

    • IC.SLE.6.b Identify the social and economic implications of privacy in the context of safety, law or ethics to understand how privacy impacts these areas.

    • IC.SLE.6.c Evaluate the development of new technologies in communication, entertainment and business to understand the impact. 

    • IC.SLE.6.d Provide appropriate credit when using resources or artifacts that are not our own.

    • IC.SLE.6.e Differentiate between the appropriate and inappropriate content on the internet and identify unethical and illegal online behavior.

Ohio’s Library Guidelines for Learners

  • STRAND: DIGITAL LITERACY 

Learners use technology to find, evaluate, create and communicate information across disciplines in the school library.

  • SAFETY: Follow rules of personal privacy and safety when using the internet and collaborating with others.

Grade 5

  1. Recognize safe and unsafe examples of online communication.

  2. Describe the need to protect and keep learners’ personal information private when online.

  3. With guidance, discuss how to be a good digital citizen.

Grade 6

  1. Describe the need to protect and keep personal information private (name, location, phone number, home address).

  2. Identify different types of cyberbullying (harassment, flaming, excluding people, outing, impersonation).

  3. Discuss how and when to report cyberbullying or other inappropriate content.

  4. Describe safe internet practices and how to avoid risks and dangers associated with online communications.

  • ETHICAL USE: Use digital tools ethically and responsibly.

Grade 5

  1. Practice using computers, peripheral devices and resources as outlined in the school’s digital pledge and other rules.

Grade 6

  1. Discuss the legal consequences of sending or receiving inappropriate content (cyberbullying,harassment, sexting).

  2. Comply with the school’s digital pledge and other rules

Ohio Learning Standards for Computer Science

  • Grade 5 Cybersecurity

    • NI.C.5.a Demonstrate password creation techniques to develop and use a strong password used on personal accounts.

    • NI.C.5.b Explore and utilize safe online services such as web, email, video, gaming, cloud services and network attached storage devices.

    • Grade 5 Safety Laws and Ethics

      • C.SLE.5.b Communicate the effects of sharing personal information on the safety of student identity to determine how to protect students. 

      • IC.SLE.5.c Evaluate the need to keep personal information secure and protect the digital footprint. 

      • IC.SLE.5.d Analyze different forms of cyberbullying and identify strategies to stop cyberbullying

        • Grade 6 Cybersecurity

          • NI.C.6.a Identify cybersecurity concerns and measures needed to protect electronic information. 

          • NI.C.6.b Identify the different types of malware to understand threats to data security. 

          • NI.C.6.c Identify ways to protect private information.

            • Grade 6 Safety Laws and Ethics

              • IC.SLE.6.a Describe tradeoffs between allowing information to be public and keeping information private and secure to inform decision-making. 

              • IC.SLE.6.b Identify the social and economic implications of privacy in the context of safety, law or ethics to understand how privacy impacts these areas. 

              • IC.SLE.6.e Differentiate between the appropriate and inappropriate content on the internet and identify unethical and illegal online behavior. 

                2nd Quarter - Enhancing Multimedia Projects, Teaching Kids How to Use Ed Tech

                • Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.

                  • 3-5.ICT.1.a. With guidance, identify and use digital learning tools or resources to support planning, implementing and reflecting upon a defined task.

                  • 3-5.ICT.1.b. Explain the use of selected digital learning tools and resources to support productivity and learning.


                • Topic 3: Use digital learning tools and resources to construct knowledge.

                  • 6-8.ICT.3.a. Analyze and integrate textual, visual and quantitative information (e.g., images, diagrams, maps, graphs, infographics, videos, animations, interactives) from multiple digital learning tools and resources. 

                  • 6-8.ICT.3.b. Analyze data collected or retrieved from a variety of digital learning tools and resources to determine if patterns or trends are present. 

                  •  6-8.ICT.3.c. Create artifacts using digital learning tools and resources to demonstrate knowledge.

                • Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

                  • 6-8.ICT.4.a. Use digital learning tools and resources to identify communication needs considering goals, audience and content.

                  • 6-8.ICT.4.b. Select and use a variety of media formats to communicate information to a target audience.

                  • 6-8.ICT.4.c. Discuss and identify ways to communicate and disseminate information so that users with varied needs can access information.

                  • 6-8.ICT.4.d. Evaluate the effectiveness of a digital tool to communicate information with multiple audiences

                  Ohio’s Library Guidelines for Learners

                  • StTRAND DIGITAL LITERACY:

                  Learners recognize when information is needed and can locate, evaluate, search and use information effectively

                  • DIGITAL TOOLS 

                  Grade 5

                  1. Use digital tools (local and online) to produce digital artifacts.

                  2. Use digital tools to communicate and exchange information.

                  3. Demonstrate basic research skills to produce digital artifacts and attribute credit.

                  4. Create an artifact that answers a research question.

                  5. Use collaborative electronic tools to create media products

                  Grade 6

                  1. Use a variety of digital tools to produce digital artifacts, online surveys and online content.

                  2. Produce a simple artifact with basic digital tools that includes text, images and audio.

                  3. Communicate and publish products online using various digital tools.

                  3rd Quarter - Plagiarism/Research Strategies/ Content Misinformation

                  Ohio Learning Standards for Technology Grade 5

                  • Information and Communication Technology

                    • Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.

                      • 3-5.ICT.1.a.With guidance, identify and use digital learning tools or resources to support planning, implementing and reflecting upon a defined task.

                      • 3-5.ICT.1.b. Explain the use of selected digital learning tools and resources to support productivity and learning.

                    • Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

                      • 3-5.ICT.2.a. Identify questions related to a topic of interest to broaden or narrow the topic as needed.

                      • 3-5.ICT.2.b. Use appropriate search techniques to locate needed information using digital learning tools and resources.

                      • 3-5.ICT.2.c. Use multiple criteria developed with guidance to differentiate between relevant and irrelevant information found with digital learning tools and resources.

                      • 3-5.ICT.2.d. Explain basic ideas of plagiarism and copyright.

                      • 3-5.ICT.2.e. Use digital citation tools to cite sources with appropriate guidance.

                    • Topic 3: Use digital learning tools and resources to construct knowledge.

                      • 3-5.ICT.3.a. Gather, organize and summarize information from multiple digital learning tools and resources to build knowledge of a topic.

                      • 3-5.ICT.3.b. Interpret images, diagrams, maps, graphs, infographics, videos, animations, interactives, etc., in digital learning tools and resources to clarify and add to knowledge.

                      • 3-5.ICT.3.c. Organize observations and data collected during student explorations to determine if patterns are present.

                      • 3-5.ICT.3.d. Create artifacts using digital learning tools and resources to demonstrate knowledge.

                    • Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

                      • 3-5.ICT.4.a. With guidance, discuss and identify communication needs considering goals, audience and content.

                      • 3-5.ICT.4.b. With guidance, select media formats appropriate to content and audience.

                      • 3-5.ICT.4.c. Evaluate the features of digital learning tools and resources based on the characteristics of a specific audience.

                      • 3-5.ICT.4.d. Produce and publish information appropriate for a target audience using digital learning tools and resources.

                  • Society and Technology

                    • Topic 3: Explain how technology, society and the individual impact one another.

                      • 3-5.ST.3.e. Identify and discuss laws and rules that apply to digital content and information.


                  Ohio Learning Standards for Technology Grade 6

                  • Information and Communication Technology

                    • Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.

                      • 6-8.ICT.1.a. Develop criteria for selecting digital learning tools and resources to accomplish a defined task.

                      • 6-8.ICT.1.b. Select and use digital learning tools or resources to support planning, implementing and reflecting upon a defined task.

                      • 6-8.ICT.1.c. Evaluate the use of digital learning tools and resources to support learning and productivity.

                    • Topic 2: Use digital learning tools and resources to locate, evaluate and use information.

                      • 6-8.ICT.2.a. Use advanced search techniques to locate needed information using digital learning tools and resources.

                      • 6-8.ICT.2.b. Use multiple criteria to evaluate the validity of information found with digital learning tools and resources.

                      • 6-8.ICT.2.c. Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism.

                    • Topic 3: Use digital learning tools and resources to construct knowledge.

                      • 6-8.ICT.3.a. Analyze and integrate textual, visual and quantitative information (e.g., images, diagrams, maps, graphs, infographics, videos, animations, interactives) from multiple digital learning tools and resources.

                      • 6-8.ICT.3.b. Analyze data collected or retrieved from a variety of digital learning tools and resources to determine if patterns or trends are present.

                      • 6-8.ICT.3.c. Create artifacts using digital learning tools and resources to demonstrate knowledge.

                    • Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

                      • 6-8.ICT.4.a. Use digital learning tools and resources to identify communication needs considering goals, audience and content.

                      • 6-8.ICT.4.b. Select and use a variety of media formats to communicate information to a target audience.

                      • 6-8.ICT.4.c. Discuss and identify ways to communicate and disseminate information so that users with varied needs can access information.

                      • 6-8.ICT.4.d. Evaluate the effectiveness of a digital tool to communicate information with multiple audiences.


                  • Society and Technology

                    • Topic 1: Demonstrate an understanding of technology’s impact on the advancement of humanity – economically, environmentally and ethically.

                      • 6-8.ST.1.a. Advocate and exhibit ethical, legal and responsible practices when utilizing technology.

                      • 6-8.ST.1.c. Review and demonstrate ethical considerations and legal requirements involved in the creation and use of digital technologies.

                    • Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

                      • 6-8.ST.3.f. Evaluate current and past revisions to laws, rules and policies as society responds to technological advancements.

                  Ohio’s Library Guidelines for Learners

                  StTRAND DIGITAL LITERACY:

                  • DIgital Tools

                  Grade 5

                  1. Use digital tools (local and online) to produce digital artifacts.

                  2. Use digital tools to communicate and exchange information.

                  3. Demonstrate basic research skills to produce digital artifacts and attribute credit.

                  4. Create an artifact that answers a research question.

                  5. Use collaborative electronic tools to create media products

                  Grade 6

                  1. Use a variety of digital tools to produce digital artifacts, online surveys and online content.

                  2. Produce a simple artifact with basic digital tools that includes text, images and audio.

                  3. Communicate and publish products online using various digital tools.

                  4. Apply research skills to produce digital artifacts and attribute credit.

                  5. Use digital tools to answer research questions and cite sources appropriately.


                  • Ethical Use

                  Grade 5

                  1. Practice using computers, peripheral devices and resources as outlined in the school’s digital pledge and other rules.

                  2. Differentiate between digital artifacts that are open or free and those protected by copyright.

                  3. Discuss copyright and the inappropriate use of digital artifacts.escribe the fair use of downloading, sharing or modifying digital artifacts

                  Grade 6

                  1. Explain how copyright law protects the owner of intellectual property.

                  2. Discuss the consequences of violating intellectual property law and plagiarism.

                  3. Practice fair use for copyrighted materials (images, music, video, text).

                  4. Discuss the legal consequences of sending or receiving inappropriate content (cyberbullying, harassment, sexting).

                  5. Comply with the school’s digital pledge and other rules.


                  STRAND .INFORMATION LITERACY

                  • Question and Analyze

                  Grade 5

                  1. Choose which parts of a topic or problem will be researched.

                  2. Formulate research questions about a topic or problem.

                  3. Reflect on prior knowledge to add context to the research findings.

                  4. Explain why the research topic or problem is important.

                  Grade 6

                  1. Explain research goals.

                  2. Formulate open-ended questions about a topic or problem.

                  3. Compose follow-up questions about a topic or problem.

                  4. Consider research steps needed to achieve learning goals.

                  5. Reflect on prior knowledge and previous experience to add context to research findings.

                  • RESEARCH AND EXPLORE

                  Grade 5

                  1. Choose which parts of a topic or problem will be researched.

                  2. Formulate research questions about a topic or problem.

                  3. Reflect on prior knowledge to add context to the research findings.

                  4. Explain why the research topic or problem is important.

                  Grade 6

                  1. Conduct a short research project using a research process model.

                  2. Select text evidence to answer questions and support claims.

                  3. Identify strategies to narrow or broaden a search.

                  4. Use, synthesize and evaluate a variety of sources.

                  5. Define plagiarism.

                  6. Describe how to document or cite information

                  • Collect

                  Grade5

                  1. Examine different methods to collect and sort information.

                  2. Select evidence from text to answer information needs.

                  3. Categorize information using age-appropriate skills.

                  4. Read closely for details to support key ideas.

                  Grade 6

                  1. Use an appropriate method for collecting information from digital and print resources.

                  2. Categorize knowledge either to answer research questions or gather information using digital or print platforms.

                  3. Read closely to determine how text evidence supports research.

                  • Share and Collaborate

                  Grade 5

                  1. Work in groups to problem-solve.

                  2. Respect differing opinions when engaging in collaboration.

                  3. Document sources following a standard format for citation.

                  4. Use information to develop new products for an intended audience.

                  5. Solicit, respond and provide feedback to peers and adults.

                  6. Select the most appropriate communication tool and resource for the task.

                  Grade 6

                  1. Work in groups to problem-solve.

                  2. Respect differing opinions when engaging in collaboration.

                  3. Document sources following a standard format for citation.

                  4. Use information to develop new products for an intended audience.

                  5. Solicit, respond and provide feedback to peers and adults.

                  6. Select the most appropriate communication tool and resource for the task.

                  • Extend and Formulate

                  Grade 5

                  1. Reflect on the topic of inquiry with guided questions from the librarian.

                  2. Discuss new questions and topics to be explored in the next research unit.

                  3. Brainstorm how to use information from selected print and digital resources during the inquiry process.

                  4. Reflect how information from print and digital resources is used during the inquiry process.

                  Grade 6

                  1. Using directed questions from the librarian, reflect on the topic of inquiry and learner understanding.

                  2. Develop questions and topics to explore in later units of study or a self-directed inquiry project.

                  3. Evaluate how the selection of information from multiple resources was used during the inquiry process.

                  4. Develop a plan for selecting information and the use of both print and digital resources for future inquiry.

                  STRAND MEDIA LITERACY

                  • Access

                  Grade 5

                  1. Gather relevant information from a variety of media resources.

                  2. Seek out messages from authors and creators from diverse backgrounds and beliefs.

                  3. ngage with and understand multiple, age appropriate media formats.

                  4. Read and grow as learners, adapting to changes in format.

                  5. Explore and navigate a variety of new media sources with guidance

                  Grade 6

                  1. Access and understand diverse types of print, digital and multimedia sources.

                  2. Understand the content and effect of the persuasive uses of multimedia sources.

                  3. Seek out messages from authors and creators from diverse backgrounds and beliefs.

                  4. Grow as independent users of print, digital and multimedia sources for personal and academic use.

                  5. Understand and access media ethically and safely for personal and academic use.

                  • ANALYZE AND EVALUATE

                  Grade 5

                  1. Identify the purpose for which each media source was created. (e.g., commercial, educational, graphics, pictures, etc.) Give evidence to support your position or thesis.

                  2. Discuss how various media messages make everyone feel and explain how the author or creator evoked that feeling.

                  3. Discuss how the authors’ or creators’ purpose affects an individual’s interpretation of their media source.

                  4. Expand knowledge about the authors’ or creators’ works and creative processes.

                  5. Identify biases and distinguish between fact and fiction in various media sources.

                  6. With guidance, ask good questions to evaluate the authors’ or creators’ credibility.

                  7. Identify and analyze design elements of various media sources and their impact on purpose.

                  Grade 6

                  1. Identify and analyze design elements of various kinds of media productions.

                  2. Understand that media messages are constructed for a purpose and intended audience and use creative components relative to the media.

                  3. Identify ways in which different people may experience the same media message.

                  4. Evaluate and corroborate media sources for credibility and accuracy.

                  5. Analyze and recognize what voices are present, which voices are missing and the impact on the media message.

                  • CREATE, SHARE, AND COLLABORATE

                  Grade 5

                  1. Create and accomplish a purpose using audio or video recording tools.

                  2. Provide and take feedback to collaborate with peers using a variety of media formats.

                  3. Create and effectively share a message using your personal experiences and cultural views.

                  4. Individually or in a collaborative group, effectively communicate a specific message to a target audience using various media formats.

                  5. Use a variety of tools to capture, create and modify digital images, audio and video content

                  Grade 6 

                  1. Select the appropriate tool for a task and create media presentations that demonstrate organization, creativity and design.

                  2. Read, contribute and create content in age appropriate collaborative online environments (e.g., learning management systems, educational platforms)

                  3. Integrate and select content presented in various media and formats, including visually, quantitatively and verbally

                  •  ACT

                  Grade 5

                  1. Actively seek to understand others’ perspectives and cultures.

                  2. Incorporate new perspectives into your personal framework for understanding the world.

                  3. Investigate and discuss the cultural context in which media sources were created.

                  4. Reflect on personal experiences with media and explain how those experiences influence your reaction to new media sources.

                  5. Reflect on how media affects peoples’ lives, beliefs, needs and wants.

                  6. Consider what actions someone might take as a result of the media messages they consume (i.e. advocate, ask questions, change opinions).

                  7. Understand what language, expressions, tone and environment are appropriate for each media format.

                  Grade 6

                  1. Recognize and reflect on the perspectives and views of authors and creators of various media types.

                  2. Recognize the cultural implications of a global audience.

                  3. Understand and identify a variety of resources that can be used properly under the guidelines of copyright and licensing agreements.

                  4. Actively engage and contribute to online learning communities.

                  5. Demonstrate responsibility and respect for collaborative content.

                  6. Consider and take action as a result of the media messages you consume (i.e. advocate, ask questions, change opinions).

                  4th Quarter -  Workforce development/ Career Exploration

                  Ohio’s Career Connection Framework

                  • Career Awareness Elementary Grades (K-5): Students become familiar with careersthrough learning that connects classroom instruction to future work. Career awareness strategies show students various types of careers and stimulate interest in future work.

                  • Career Exploration Middle Grades (6-8) Students explore their career interests through embedded activities. Career exploration strategies are opportunities for students to discover work environments and understand the various aspects of the workplace. Strategies include tools and instruments that help students understand and appreciate their strengths and interests. Students start plans for their future with career information and postsecondary education data. Plans include course selection and planning as well as career aspirations and goals.

                  Ohio Library Guidelines for Learners

                  • GUIDING ASSUMPTIONS

                  Ohio’s Library Guidelines for Learners define what learners need to know and be able to demonstrate to succeed in college and careers in a globally interdependent world upon completion of their preK-12 education.

                  Ohio’s Career Connection Framework

                  • Career Awareness Elementary Grades (K-5): Students become familiar with careersthrough learning that connects classroom instruction to future work. Career awareness strategies show students various types of careers and stimulate interest in future work.

                  • Career Exploration Middle Grades (6-8) Students explore their career interests

                  through embedded activities. Career exploration strategies are opportunities for students to discover work environments and understand the various aspects of the workplace. Strategies include tools and instruments that help students understand and appreciate their strengths and interests. Students start plans for their future with career information and postsecondary education data. Plans include course selection and planning as well as career aspirations and goals.

                  Ohio Library Guidelines for Learners

                  • GUIDING ASSUMPTIONS

                  Ohio’s Library Guidelines for Learners define what learners need to know and be able to demonstrate to succeed in college and careers in a globally interdependent world upon completion of their preK-12 education.