Directions: Complete each step before moving on to the next step.

Internet Access for all students

By Jayme Klapman jklapman@schools.nyc.gov

I.S. 145Q School of Innovation and Applied Learning

INTRODUCTION

Internet Access is Necessary for all Students

In collaboration with Mayor de Blasio and the Chancellor of New York City, you and your classmates are working as researchers for NYCDOE Division of Instructional and Information Technology studying the problem of lack of internet access for all of New York City public school students.

TASK

1. At the end of this WebQuest your group will create an informative podCast.

2. You will research and conduct surveys to find out if students have internet access at home.

3. You will create an informative podCast where you will share your findings and propose solutions.

PROCESS RESOURCES

➔ Day 1:

◆ Discuss: Online discussion (Jamboard)

◆ Start creating a place for your group to keep their notes/findings (Slides)

◆ Read Article on closing the digital divide

◆ Discuss with classmates/group how you will collect data, survey and information on internet access

◆ At the end of today we should know exactly how we are collecting survey data (Google Form)

➔ Day 2:

◆ Students act on their plan to collect data (Email students, staff and surrounding schools with their survey)

◆ Research other solutions that might be in use

◆ Start to Plan what you are looking for

➔ Day 3:

◆ Review survey data

◆ How to use Google Sheets

◆ How to make graphs using data from google sheets

◆ How to make a podCast

◆ Start storyboarding/writing your podCast script

➔ Day 4:

◆ Finish writing out your podCast script

◆ Review/Reflect/Revise your script

◆ Start recording

➔ Day 5:

◆ Finish recording

◆ Edit podCast for final product

➔ Day 6:

◆ Share podCast with peers

➔ Day 7:

◆ Revise/Edit podCast from peer feedback

◆ Provide Feedback to peers

◆ Reflect on project

Your finished product should identify the following 6 steps:

1. Define a Problem (internet access at home for I.S. 145 students)

2. Gather Evidence (gathered from survey and research)

3. Identify the causes (based on the information you learned)

4. Evaluate any existing plans

5. Develop Solutions

6. Select the best solution

EVALUATION

PODCAST RUBRIC

You will be graded on group work, the podCast and information included in your survey data and the research you collected and analyzed using the rubric below:

CATEGORY	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
RESEARCH	Group researched the subject and integrated 3 or more \"tidbits\" from their research into their newscast.	Group researched the subject and integrated 2 \"tidbits\" from their research into their newscast.	Group researched the subject and integrated 1 \"tidbit\" from their research into their newscast.	Either no research was done or it was not clear that the group used it in the newscast.
ACCURACY OF FACTS	All supportive facts are reported accurately (3 of 3).	Almost all facts are reported accurately (2 of 3).	One fact is reported accurately.	No facts are reported accurately OR no facts were reported.
GRAPHICS	Graphics include some original material and are clearly related to the material being presented.	Graphics are clearly related to the material being presented, but none are original.	Graphics include some original material but are only somewhat related to the material being presented.	Graphics are not related to the material being presented.
SPEAKS CLEARLY	Speaks clearly and distinctly all of the time and mispronounces no words.	Speaks clearly and distinctly all of the time but mispronounces 1 or more words.	Speaks clearly and distinctly most of the time and mispronounces no words	Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word.
GROUP WORK	The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task!	The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task!	The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task!	Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members.
AWARENESS OF AUDIENCE	All students in the group can clearly explain why they felt the vocabulary, audio and graphics they chose fit their intended audience.	All students in the group can explain why they felt the vocabulary, audio and graphics they chose fit their intended audience.	There was some awareness of the audience, but not all of the students can describe how the vocabulary, audio and graphics they chose fit their intended audience	Limited attention to audience in designing podCast AND/OR one or fewer members of the group can explain how the element relates to the audience.

CONCLUSION

“The Internet is not a luxury, it is a necessity.” Barack Obama

In this unit, we learned about the lack of internet access that many public school students face when going home and how it affects their education. We must reflect on what we learned, the skills we are developing and figure out solutions to make internet access at home a norm for all.

Project Outcome: Students researched the lack of internet access at home for public school students and the effect that it has on their schooling. They conduct a survey to find out what internet access students have and create a podCast to share findings and propose solutions.

Extend your learning using the PPA steps to solve your own social problem:

STANDARDS

❏ELA

❏W6: Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate.

❏W7: Gather relevant information from multiple sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and provide basic bibliographic information for sources.

❏SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.

❏LS1a: Come to discussions prepared, having read or studied required material; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

❏SL1b: Follow norms for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

❏SL1c: Pose and respond to specific questions with elaboration and detail by making

❏SL5: Include digital media and/or visual displays in presentations to clarify information and emphasize and enhance central ideas or themes.

❏MATH

❏NY-6.SP.1b Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population.

❏NY-6.SP.1c Understand that the method and sample size used to collect data for a particular question is intended to reduce the difference between a population and a sample taken from the population so valid inferences can be drawn about the population. Generate multiple samples (or simulated samples) of the same size to recognize the variation in estimates or predictions.

❏TECHNOLOGY

❏Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate,

to pose questions, seek answers, and develop solutions.

❏Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs

❏Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to

address real-life problems and make informed decisions.