UbD Stage 1

Title of Technology in daily

Unit
life
Technology
Curriculu
m Area

Grade
Level
Time
Fram
e

9-12
3 weeks

Stage 1 Identify Desired Results

Content Standards:
National Literacy Standards 4: Learners use skills, resources, and tools
to pursue personal and aesthetic growth
Standard 4.3: Responsibilities

Understandings
Students will understand that:
Technology can help or hinder our personal growth
Effective use of technology enables us to live, learn, and work
Technology is a tool that can be used for collecting, organizing,
creating, and presenting info
The resulting information determines the type of search required to
find it
The quality of the search affects the relevancy of the results
Using technology comes with certain rights and responsibilities
Damage that is done in cyberspace is difficult, if not impossible, to
undo

Related Misconceptions:
Technology makes everything easier
Technology is for gaming and social networking
The older you get, the less you know about technology
People can control who accesses their personal information in
cyberspace
The internet is safe, since it is accessed from home, away from
predators

Essential Questions
Overarching Questions:
What is technological literacy?
How can technology help or
hinder our personal growth?
How can I use technology to be
productive and solve
problems?
What are the benefits and
limitations of using new
technology?
Is new technology always
better than that which it will
replace?
How do new technologies
result in broader social
change?

Topical Questions:
How are our privacy rights
affected by the internet?
What is the impact of
technology on research and
communication?
What makes a source
trustworthy?
How do my actions and
choices model ethical and
legal behavior?
What potential application
does this technology have for
me?

Knowledge and Skills

Knowledge

Skills

Students will know:

How technologically literate
they are now
The difference between
informal search engines and
results (Google, Wikepedia,
etc) and academic or
professional searches
(GALILEO, ERIC, etc)
What others can find out about
them through internet
searching and how it can affect
them later in life

Students will be able to:

Set up a Facebook accounts
privacy settings to limit
outside access to strangers
Perform informal searches for
personal interest subjects
Perform academic searches
for potential research projects
for school
Increase their individual level
of technological literacy
Choose a topic of personal
interest and find a group to
join for discussion, or create
one of their own (not simply a
chat room, but rather a
permanent forum, Yahoo
group, or Facebook group)

Stage 2 - Evidence

Performance Task(s)
Performance Task #1: Interviewing Digital Dinosaurs (Learning
Facet: Perspective)
Goal: To see how technology has changed the lives of digital dinosaurs
(those born before 1980)
Role: You are a newspaper reporter writing a story about how technology
has changed our daily lives in just one lifetime
Audience: The readers of the newspaper (in print AND online)
Situation: You have been assigned to write a story about how technology
has changed the life of a digital dinosaur (one born before 1980). You can
choose any person born before 1980 to interview (parent, other family
member, teacher, pastor, etc)
Product Performance and Purpose:
Write (type, print)out your interview questions before the interview
Interview your subject, taking notes (record your subject with audio
or video tape, or even use Skype)
Write the article (Type the article, then publish it to the class website
or blog)
Standards and Criteria for Success:
Include a written or recorded transcript of the interview
Article must be well-written
Include answers to the analysis and reflection questions give to you
by your teacher
Performance Task #2: Tracking My Technology (Learning Facet:
Interpreting)
Goal: Track your technology use for 7 days and analyze the results
Role: You are performing a self-analysis to reflect on your use of
technology
Audience: Your classmates
Situation: You will track your technology use for 7 days and analyze the
results, and also predict how technology may change in your lifetime
Product Performance and Purpose: Use provided template to fill out

times, types, and purpose of technology use for 1 week. Include use of:
school computers, teacher presentations that you listened to or watched
using technology, computer use outside of school, smart phones, video
games, television, ipads or other e-readers, GPS trackers, or any other
technology not listed. Create a visual (graphic) of the results and answer
the provided questions about your usage. (You will use a time tracker app
to track your times and it will create a graph f the results after 7 days that
you can share with the teacher. Suggested apps are in the curated list of
resources)
Standards and Criteria for Success:
Include completed templates for all 7 days
All questions answered, including reflection on improvement and
predictions for the future
Create the graphic visual of your results (Share the graphic results
provided by your app)
Performance Task #3: Analyzing Facebook Profiles (Learning
Facet: Interpreting)
Goal: Your goal is to analyze a fake Facebook profile and decide
what effect the profile has on the person who created it
Role: You will be given different roles of either:
Prospective employer of an interviewee
Judge of a person on trial
Criminal preying on a potential victim
Parent (of the person in the profile or one of their friends)
Audience: Depends on your role
Situation: Depending on your role, you will analyze the profile and
make a decision about the person
Product Performance and Purpose: Write a short report of what you
found out and what you decided based on the information in the profile
(Create a report using Google Documents to share with the teacher and
the class)
Standards and Criteria for Success:
Well-written
Noticed all of the details
Made a well-informed decision and can back up your decision

Other Evidence
(e.g. tests, quizzes, work samples, observations)

Pre-test on technological literacy (Selfknowledge) (Taken on Goggle Forms, results

automatically shared with the teacher)
Verbal Q&A about deciphering text-based
acronyms (Explain)
Speed test for texting (Explain)
Class discussion: How does technology help
or hinder us in everyday life? (Interpretation)
Academic search for possible research paper
topics- 3 sources (Application) (Use ERIC in
media center)
Website analysis: Is this site trustworthy?
(Interpretation)
Setting up Facebook privacy settings

(Application)
Informal search for personal interests- 3-5
results (Application)
Find or create a discussion group, participate
for the duration of the unit, reflect on what
you found out (Application)
Journal entry on the effects of cyber-bullying
after reading transcripts from a real victim or
watching a movie clip (Empathy) (Entry on a
personal or class blog)
Reflection assessment- short answer about
what they learned, how technologically
literate they are, and how the world views
them by their online actions. (Selfknowledge) (Taken on Google forms, results
automatically shared with the teacher)
Timeline of digital changes in their lifetime
from their birth and projected out to
adulthood (Explain and interpret) (Use Web
2.0 tool to create a presentation to share
with the class, suggested tools in the curated
list)
Post-test on technological literacy to check
for improvements from the beginning of the
unit (Self-knowledge) (Using Google Forms,
results automatically shared with the
teacher)

All assessments align with the same standard:

Content Standards:
National Literacy Standards 4: Learners use skills, resources, and tools
to pursue personal and aesthetic growth
Standard 4.3: Responsibilities

Student Self-Assessment and Reflection

The students will take a pre-and post-test of
technological literacy to let both the student and
the teacher know where they are at the
beginning of the unit and if they have improved
by the end as a result of the activities in the unit.
In addition, they will complete an end-of-unit
self-assessment that will consist of short answer
questions about their views of technology before
the unit began and changes of their views, if any,
by the end. They will create this using a Web 2.0
presentation tool and share their experience with
the class. Hopefully the students will gain more
understanding about how technology can impact
and improve their lives in more ways than just for
recreation. In addition, the students will gain
more insight about the potential dangers of social
networking and cyber-bullying, as well as how to
protect themselves from these dangers.
Stage 3: Plan Learning Experiences
Week 1

1) Pre-test on technological literacy (See Appendix A, taken online with

Google Docs) W, T Accommodations: Text-reading software,
headphones, translating program
2) Verbal Q & A about deciphering text-based acronyms (See Appendix B)
H, E-2, T Accommodations: Translating program
3)Speed Test for Texting- Different phrases will be projected and students
will race with
texting devices to see who can text the fastest (first looking, then not
looking) H, E-2,
T
4)Class Discussion: How does technology help or hinder us in everyday
life? W, E, R, T,
O
5) Performance Task: Tracking My Technology (See Appendix C, using an

app on a computer or a mobile device) R, E-2, T, O Accommodations:

Digital timer, spell-check, headphones, Assignment broken into smaller
pieces

Week 2

1) Setting up Facebook privacy settings E, T Accommodations: Digital

timer; Read aloud software; Peer tutoring
2) Performance Task: Analyzing Facebook Profiles (See Appendix D)H, R,
T, O Accommodations: Digital timer, Auto-finishing software, Spellcheck, headphones, Peer tutoring
3) Journal (blog)entry on the effects of cyber-bullying after reading
transcripts from a real victim or watching a movie clip R, E-2, T, O
Accommodations: Auto-finish software, Spell check, Translating program
4) Create a timeline of digital changes in their lifetime (using Web 2.0
presentation tools) from their birth and projected out to adulthood R, E2, T, O Accommodations: Headphones, Powerpoint, Breaking
assignment down into smaller parts

5) Performance Task: Interviewing Digital Dinosaurs in person (using

Skype) (See Appendix E) W, R, T, O Accommodations: Spell check,
Powerpoint, Breaking assignment down into smaller parts

Week 3

1) Website Analysis: Is this site trustworthy? Students will complete the

Internet Detective game online at
http://www.vtstutorials.ac.uk/detective/index.html H, E, R, T, O
Accommodations: Digital timer, Read-aloud program, headphones,
translating program, Peer tutoring
2) Academic Search for possible research paper topics- 3 sources (Using
ERIC at the media center)E, T Accommodations: Digital timer, Readaloud software, spell check headphones, translating program, peer
tutoring
3) Informal research for personal interests: 3-5 results E, T, O
Accommodations: digital timer, peer tutoring
4) Find or create a discussion group, participate for the duration of the
unit, reflect on what they found out E, R, T, O Accommodations: digital
timer, breaking assignment down into smaller parts, translating
program, peer tutoring
5) Reflection assessment- short answer about what they learned, how
technologically literate they are, and how the world views them by their
online actions (See Appendix F) (Create this as a blog entry or a
presentation Web 2.0 tool) R, E-2, T, O Accommodations: digital timer,
read-aloud program, auto-finishing program, spell check, headphones,
peer tutoring
6) Post-test on technological literacy to check for improvements from the
beginning of the unit (See Appendix A) (Completed on Google docs,
results automatically shared with the teacher) R, E-2, T
Accommodations: read-aloud text program, peer tutoring

Appendix A
Pre-test taken and scored online at:
www.ccis.edu/online/admissions/techiq.asp

What is your "Technology IQ"?

To be successful in an online education course, students are required not only to master the
course content and materials, but to understand technology, troubleshoot technical problems, and
interact with faculty and students in a completely online environment.
The check list below will help you determine if you have the "technology savvy" required for
academic success in online courses.
Skill

1. Save and receive e-mail

2. Send and receive/locate e-mail attachments
3. Use spell check to correct spelling errors
4. Save/delete files on an external storage device (CD, thumb drive, etc.)
5. Scan for viruses using virus scanning software
6. Create a folder/sub-directory
7. Use WinZip (or similar software) to compress/decompress files
8. Search for information on the Internet using search engines
9. Create a bookmark or favorite to locate a specific Web site
10. Save an image from the Web
11. Format a Word document using columns or tables
12. Copy/cut and paste information between programs
13. Manipulate multiple windows/programs simultaneously
14. Sort data in a spreadsheet
15. Create a chart in a spreadsheet
16. Insert a table and/or chart from Excel to a Word document
17. Download applications/plug-ins from the Internet
18. Install software and/or plug-ins on a computer
19. Create a PowerPoint presentation with graphics
20. Create a Web page using HTML or a page generator
21. Add sound and/or video to a presentation

Appendix B:
Referenced from: http://www.talktalk.co.uk/community/textspeakp1.html
TEXT SPEAK QUIZ
How many can you decode?
1)
2)
3)
4)
5)
6)
7)
8)

ASL
ABT2
AFAIC
AFAIK
AML
ASLMH
ATST
AYK

9) AYSOS
10)
AYTMTB
11)
B4
12)
B4N
13)
BBT
14)
BRR
15)
BTW
16)
BYKT
17)
CSL
18)
CYL
19)
CYT
20)
DGA
21)
DIKY
22)
DLTM
23)
FF
24)
GBH
25)
GG
26)
GL
27)
GR8
28)
GTG
29)
HAK
30)
ILY
31)
IM
32)
ILU
33)
IMHO
34)
IMS
35)
IOH
36)
JK
37)
KEWL
38)
KISS
39)
L8R
40)
LMAO
41)
LOL
42)
MSG
43)
N1
44)
NE1
45)
NMP
46)
NOYB
47)
NP
48)
NUFF
49)
OMBD
50)
OMG
51)
ONNA
52)
OT
53)
OTT
54)
P911

55)
56)
57)
58)
59)
60)
61)
62)
63)
64)
65)
66)
67)
68)
69)
70)
71)
72)
73)
74)
75)
76)
77)
78)
79)
80)
81)
82)
83)
84)
85)
86)
87)
88)
89)
90)
91)

PAL
PAW
PIR
PLS
POS
QL
QT
PM
POOF
RBTL
ROFL
LMAO
ROTFLMAO
SMEM
SMIM
SO
SOHF
STR8
SYS
TAH
TBC
TFH
THX
TM
TOM
TTFN
TTG
TVM
VM
WC
WFM
WTG
WYP
WYWH
XOXO
TGBK
ZZZ

Appendix C
Performance Task: Tracking My Technology (Learning Facet:
Interpreting)
Goal: Track your technology use for 7 days and analyze the results

Role: You are performing a self-analysis to reflect on your use of technology

Audience: Your classmates
Situation: You will track your technology use for 7 days and analyze the
results, and also predict how technology may change in your lifetime
Product Performance and Purpose: Use provided template to fill out
times, types, and purpose of technology use for 1 week. Include use of:
school computers, teacher presentations that you listened to or watched
using technology, computer use outside of school, smart phones, video
games, television, ipads or other e-readers, GPS trackers, or any other
technology not listed. Create a visual (graphic) of the results and answer the
provided questions about your usage.
Standards and Criteria for Success:
Include completed templates for all 7 days
All questions answered, including reflection on improvement and
predictions for the future
Create the graphic visual of your results

Appendix D
Performance Task: Analyzing Facebook Profiles (Learning Facet:
Interpreting)
Goal: Your goal is to analyze a fake Facebook profile and decide
what effect the profile has on the person who created it
Role: You will be given different roles of either:
Prospective employer of an interviewee
Judge of a person on trial
Criminal preying on a potential victim
Parent (of the person in the profile or one of their friends)
Audience: Depends on your role
Situation: Depending on your role, you will analyze the profile and
make a decision about the person
Product Performance and Purpose: Write a short report of what you
found out and what you decided based on the information in the profile
Standards and Criteria for Success:

Well-written
Noticed all of the details
Made a well-informed decision and can back up your decision

Appendix E

Performance Task: Interviewing Digital Dinosaurs (Learning Facet:

Perspective)
Goal: To see how technology has changed the lives of digital dinosaurs
(those born before 1980)
Role: You are a newspaper reporter writing a story about how technology
has changed our daily lives in just one lifetime
Audience: The readers of the newspaper (in print AND online)
Situation: You have been assigned to write a story about how technology
has changed the life of a digital dinosaur (one born before 1980). You can
choose any person born before 1980 to interview (parent, other family
member, teacher, pastor, etc)
Product Performance and Purpose:
Write out your interview questions before the interview
Interview your subject
Write the article
Standards and Criteria for Success:
Include a written or recorded transcript of the interview
Article must be well-written
Include answers to the analysis and reflection questions give to you by
your teacher

Appendix F
Answer the following questions in complete sentences:
1)
2)
3)
4)
5)

How technologically literate do you think you are?

Did this unit help you improve that literacy? If so, how?
List three interesting things you learned from this unit.
List three things you were surprised to learn from this unit.
Does your online personality accurately reflect your in-person one?
Explain.

6) If you posted something online that you shouldnt have, how would you
go about having it removed?
7) How are academic and personal internet searches different?
8) How will technology be different when you become an adult?
9) How does technology help us in everyday life? How does it hinder us?
10)
After completing this unit, do you think more about
consequences before posting personal information online? What things
do you consider?