Unit Overview
Content Area: Technology
Unit Title: Presentation Software
Unit 2
Target Course/Grade Level: Computers/7th Grade
Timeline: 4-5 Days
Unit Summary
Students will review Creative Commons, Copyright, and Fair Use at the beginning of this unit, as well as
discussing where they might find objective, accurate resources online. Working in small groups, students
will research a teacher assigned element of one of the following:
- Evaluate the role of ethics and bias on trend analysis and prediction in the development of a
product that impacts communities in the United States and/or other countries
- Compare and contrast current or past incidences of ethical and unethical use of labor in the United
States or another country.
Students will use the information they have gathered to create presentations using software other than
Power Point (Prezi, Smart Notebook, etc). The unit will culminate with students blogging or creating a
wiki about what they have learned. These will be posted in collaboration with the teacher.
Primary interdisciplinary connections: Language Arts, Social Studies
21st century themes and skills: global awareness, entrepreneurial literacy, problem solving skills,
collaboration, teamwork, and leadership
Unit Rationale
There are a variety of technological tools to enhance oral presentations, many of which are regularly
utilized in the work force. Students must be able to select which tool will work best for their purposes, and
use it effectively. By including a review of research skills and fair use policies, we are reinforcing the idea
that there is wonderful information out there, and we must credit those who have created it.
Learning Targets
Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create and
communicate knowledge.
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the
nature and impact of technology, engineering, technological design, and the designed world, as they relate
to the individual, global society, and the environment.
9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens and
workers in diverse ethnic and organizational cultures.
Content Statements
 The use of technology and digital tools requires knowledge and appropriate use of operations and
related applications.
 The use of digital tools and media-rich resources enhances creativity and the construction of
knowledge.
 Technological advancements create societal concerns regarding the practice of safe, legal, and
ethical behaviors.
 Knowledge and understanding of human, cultural, and societal values are fundamental when
designing technology systems and products in the global society.
 Information-literacy skills, research, data analysis, and prediction provide the basis for the
effective design of technology systems.
 Effective use of digital tools assists in gathering and managing information.
 Knowledge and understanding of human, cultural, and societal values are fundamental when
designing technology systems and products in the global society.
 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve
the problem is a lifelong skill that develops over time.
 There are ethical and unethical uses of communication and media.
CPI #
Cumulative Progress Indicator (CPI)
8.1.8.A.5
Select and use appropriate tools and digital resources to accomplish a variety of tasks and
to solve problems.
8.1.8.B.1
Synthesize and publish information about a local or global issue or event on a
collaborative, web-based service (also known as a shared hosted service).
8.1.8.D.1
Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security,
and cyber ethics.
8.1.8.D.2
Summarize the application of fair use and Creative Commons guidelines.
8.1.8.D.3
Demonstrate how information on a controversial issue may be biased.
8.1.8.E.1
Gather and analyze findings using data collection technology to produce a possible solution
for a content-related or real-world problem.
8.2.8.C.2
Compare and contrast current and past incidences of ethical and unethical use of labor in
the United States or another country and present results in a media-rich presentation.
9.1.8.A.3
Summarize strategies used by various organizations and agencies to solve problems that
impact communities, and compare them with strategies used by similar organizations in
another state or country.
9.1.8.E.4
Determine the undesired consequences of unethical uses of media.
9.1.8.E.5
Compare and contrast ways governments regulate media advertising to protect children
and adults in the United States and in other countries.
Unit Essential Questions
Unit Enduring Understandings
 How can presentations be enhanced using
 Prezi, Smart Notebook, and other tools provide
technology?
alternatives to Power Point in the creation of
presentations.
 What makes a good presentation?
 Good presentations are clear, well organized, and
 How does product development lead to
easy to understand. When a speaker is involved,
employment?
he or she speaks loudly and clearly and is dressed
 Would you work under unethical labor
professionally.
practices?
 New products are developed based on need and
product trends often reflect the values of a country
or group.
 Employment opportunities can be created by the
need for a new product.
 Labor practices have been controversial, and the
use of foreign labor is also controversial
Unit Learning Targets
Students will ...
 Apply the skills they have developed through creating Power Point presentations in grades five
and six to create a digital presentation using an alternative tool such as Prezi
 Evaluate the role of ethics and bias on trend analysis and prediction in the development of a


product that impacts communities in the United States and/or other countries
Compare and contrast current or past incidences of ethical and unethical use of labor in the United
States or another country
Apply research skills to form their own opinions regarding controversial issues and share their
opinions with learners in America and around the world using a blog or wiki
Evidence of Learning
Summative Assessment
Blog/wiki post
Software Presentation: utilizing Prezi, Photo Story…
Equipment needed: SMART board, computers, internet access, shared drive with student access, Prezi
access, SMART notebook on student computers, access to digital library resources, blog/wiki to be used
for posting
Teacher Instructional Resources:
Public Service Announcement Unit (Grade 6)
Internet Safety Unit (Grade 5)
Formative Assessments
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

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Research sources
Participation during discussion
Group participation
Rubrics
 Synthesis of information gathered through research
 Collaboration with peers
 Checklists
Integration of Technology:
Prezi, SMART Notebook, Photo Story, Podcasting, Windows Movie Maker
Technology Resources:
Click the links below to access additional resources used to design this unit:
http://prezi.com/
http://learningtechnology.falmouth.ac.uk/2009/05/what-presentations-should-look-like-i-give-you-prezi/
http://prezi.com/rfsnedhqmhqa/thoughts-on-using-prezi-as-a-teaching-tool/
www.microsoft.com
www.wikispaces.com
www.posterous.com
Opportunities for Differentiation:
Choice of topic for presentation, Grouping strategies, Questioning Techniques, Presentation options:
independent/small group
Teacher Notes:
In previous years, seventh grade Language Arts teachers have incorporated Prezi into their classes.
Teachers may collaborate with the Language Arts teachers to fuse the two units into one cross-curricular
unit where appropriate.