Whose Work Is It? The Issue of Plagiarism Seventh Grade PBL

Project Title: Whose Work Is it? The Issue of Plagiarism

Project Idea: Students will obtain, interpret, and understand information about plagiarism as well as use that information to create a Multi-Media Presentation to share with the class.

Entry Event: See attached memo. The faculty is concerned about the amount of plagiarism that is happening at our school. The faculty has met with the Student Council and submitted the following question:  What can be done to stop plagiarism at our school?You have been asked by your Student Council president and the faculty to research the copyright laws in one area of concern dealing with plagiarism.  In your research you will answer the following question: What do your peers need to know about plagiarism and copyright laws? Students will spend some time on the internet researching various areas where plagiarism is a problem (i.e., music writing/production, paraphrasing research/cloning, photography, music streaming, patents, etc.). Students will list their top three topic interests on an index card. Groups will be formed by the teacher by grouping students wanting to research the same area of concern.  Teams will need to collaborate on their Multi Media Presentation to produce a successful project.

You will be asked to keep a research log, with sources cited correctly, of your work and submit it with your Multi Media Presentation.  

You will present a Multi Media presentation of your findings to the Student Council and faculty of the school in three weeks.  Your presentation will be evaluated using the attached Presentation Rubric.  

Additional Ideas for Entry Event:The teacher may use the following scenario to draw attention to the issue of plagiarism:Over the years, many pop songs have been under scrutiny for borrowing their inspiration from other songs. Pull up the TIME link found here: http://entertainment.time.com/2012/11/08/you-didnt-write-that-a-brief-guide-to-alleged-pop-plagiarism/ and have students compare songs and discuss how similar the two songs are.Another fascinating link can be found here: https://www.plagiarismtoday.com/2015/04/23/6-current-copyright-cases-more-important-than-blurred-lines/ This link reveals many copyright cases that were happening behind the scenes. Again, encourage discussion as the class explores each case. As time allows, have student research which of these alleged plagiarism cases were taken to court as well as the outcome of the court cases.

WV CCRS:

Standards Directly Taught or Learned Through Inquiry/Discovery

Evidence of Student Mastery of Content

ELA.7.4 Cite several pieces of textual evidence to support analysis of what the informational texts says explicitly as well as inferences drawn from the text.

Students will develop Research Logs in which they will record research notes. Students may use paper Research Log or electronic sources.

ELA.7.6 analyze the interactions between individuals, events and ideas in an informational text (e.g., how ideas influence individuals or events or how individuals influence ideas or events

Research notes and preparation for Multi-Media Presentation.

ELA.7.26 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation

Research notes for Multi-Media Presentation

ELA.7.27 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Students will cite bibliographic citations correctly

ELA.7.30 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. •come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to

Group Multi-Media Presentation collaboration and preparation assessed by Group Collaboration Checklist

evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

acknowledge new information expressed by others and, when warranted, modify their own views.

ELA.7.33 present claims and findings, emphasizing salient points in a focused, cohesive manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume and clear pronunciation.

Group Multi-Media Presentation

ELA.7.34 include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Group Multi-Media Presentation

Performance Objectives: Know

How to generate questions for Multi-Media PresentationHow to use pre-reading strategies to answer questions on plagiarismHow to use comprehension strategies to find information for their Multi-Media PresentationHow to use a research log to take notes and to cite information correctlyHow to collaborate to complete a Multi-Media Presentation

How to plan, create, and present a Multi-Media Presentation

DoPlan, develop, and present a Multi-Media PresentationRehearse Multi-Media PresentationComplete a Task ListGenerate questions that is needed to be answered for Multi-Media PresentationAnswer questions for Multi-Media PresentationCollaborate with team membersUse pre reading strategies to answer questionsUse comprehension strategies to find needed information for Multi-Media Presentation

Driving Question: How do copyright laws protect one’s work?

Assessment Plan:

Major Group ProductsGroup Multi-Media Presentation

Major Individual ProjectsResearch Log with cited sources for Group Multi-Media Presentation

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

Collaboration X Written CommunicationCritical Thinking & Problem Solving

Content Knowledge

Oral Communication Other – Presentation Rubric XOther classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentations XSelf-evaluation X Notes XPeer evaluation X Checklists/observations XOnline tests and exams Concept maps

Reflections: (Check all that apply)

Survey Focus GroupDiscussion X Task Management Chart XJournal Writing/ Learning Log

Other X

Map the Project:

Product: Multimedia Presentation

Knowledge and Skills Needed Already Have Learned

Taught Before the

Project

Taught During the

Project1. Skills to gather information X

2. Skills to take notes X3. Skills to record sources in correct

bibliographic formatX

4. Skills to plan, create, and present a multi-media presentation

X

5. Skills to collaborate with others X6. Knowledge of various age-appropriate

media productsX

Resources:

School-based Individuals: Language Arts TeacherLibrary/Media SpecialistTechnology Integration SpecialistSchool Student Council RepresentativesYearbook SponsorMusic TeacherArt Teacher

Technology: Computers with Internet access, word processing software, and presentation software.Teacher will encourage students to expand their knowledge of presentation skills beyond PowerPoint.  The following sites are examples of tools students may want to investigate for their Multi Media Presentation. Teacher may want to conduct mini clinics on these sites as they are needed by groups.

Community: Lawyers with a background in copyright lawsJournalists from newspapers, local magazines, etc.Musical groups that have copyrighted their music/songs, church groups

Materials: Simpson, Carol.  Copyright Catechism: Practical Answers to Everyday School Dilemmas. Linworth Books. 2005    ISBN 1-58683-202-6

Websites:http://www.voki.com  A site design for creating avatars. http://voicethread.com/   This site can be used as a tool that takes pictures, or even PowerPoint slides, and uses them in an interactive way.  Students can add their own voices to their own slides. 

http://prezi.com   A site that allows students to go “outside the box” in a nonlinear way to create presentations. Possible sites that can used for basic research material on plagiarismhttp:///www.benedict.com   This site provides real world, practical copyright information. Including the history, definition, fair use policy, do it yourself forms, why and how to copyright your own material, etc. http://www.templetons.com/brad/copymyths.html  This site explains 10 big myths about copyright laws, a brief introduction to copyright laws, etc. http://www.mahalo.com/plagiarism-music  This site discusses famous lawsuits involving music and copyright laws. http://www.virtualsalt.com/antiplag.htm  This site can be used by educators to teach basic plagiarism information, such as definition, consequences, etc. http://owl.english.purdue.edu This site is designed by Purdue University to give information for students and educators on copyright issues.

www.easybib.com  This site will take sources and create an online bibliography in varying formats including MLA and APA.

Manage the Process:

Grouping:Option One:Students will research a variety of copyright issues. Students will then make a list of their top three issues they are interested in researching on an index card that the teacher collects. Based on these choices, the teacher will form small groups, possibly groups of four, to research a topic.  This will allow for students to form groups by interest.

Option Two:Students will research a variety of copyright issues. Students will group themselves in teams of 3-4 to research a specific copyright issue. This will allow for students to form groups by interest. Classroom management:

Teacher will monitor room by proximity and observation of students to ensure that students are on task and completing the project correctly.  Conferences with the teacher will be held throughout the project with teams to ensure successful progress.Each student will complete a Research Log on the project. The Research Log will be checked periodically throughout the project by teacher.  The Task Management Chart will be checked periodically throughout the project by teacher. Early in Project:In the introduction, teacher will introduce the project.  See attached Entry Document. Students will form small groups to complete Multi Media Presentation.  Students will build team norms of what is expected from each team member. Use Collaboration Rubric as a guide for good collaboration standards needed in the group. In small groups, students will then brainstorm and discuss questions of their topic area. Students will be required to keep a Research Log of the group work.  In the Research Log, students will document their work and cite sources correctly. The Research Log will be checked periodically throughout the project by teacher.  If needed, teacher may present mini clinic for any group needing help on how to cite sources correctly-Direct instruction from teacher.  One possible site to use with students is http://www.bibme.org Introduce Multi Media Presentation Rubric for assessment.  Introduce Group Observation Checklist to the group.  Teacher will complete Section One of the Group Observation Checklist on each group.  Students will keep a Task Management Chart. The Task Management Chart will be checked periodically throughout the project by teacher. If students need scaffolding on getting started on the project, the teacher may use the following guided questions to give structure to the group:

1.     What are the copyright laws for your area?2.     How often does plagiarism occur in your area of research?3.     What are the consequences of committing plagiarism in your field of research?4.     What is the ethical question of plagiarism in your area of research?

Also, cite famous cases of plagiarism, if possible.People from the community will be asked to share their knowledge with students where it is applicable.

Middle of Project:Students will find sources for their Research Log.  Students will make bibliography and take notes using Research Log or electronic sources.  Students will choose which

medium to use to produce their presentation.  They will divide the workload of the group for final presentation and detail individual responsibilities.

Teacher will observe and complete Section Two and Three of Group Observation Checklist on each group.  Students will practice presentations of Multi Media project. Teacher will confer with each group to monitor progress of project.  Teacher will review Multi Media Presentation Rubric with each group. End of Project:Students will present Multi Media Presentation.  Audience, which consists of peers and teachers, evaluates projects using Multi Media Presentation Rubric.  Students will evaluate group work using Collaboration Rubric.  

Students will give completed Research Log that contains notes and correctly cited bibliography to teacher for assessment. Students will give completed Task Management Chart to teacher for assessment. Students will complete Self-Assessment.

Teacher will facilitate reflection of project using the Fish Bowl method. See attached information on Fish Bowl Activity.

Project Evaluation: Multi Media Presentation RubricResearch LogsFish Bowl ActivityTeacher will reflect throughout the project as a result of his/her observations and personal communication with students.Self-Assessment of projectTask Management Chart

Key Words: plagiarism, research, group collaboration, multimedia project, bibliography, copyright laws.

Entry Event

Memo:

To: Students at Our SchoolFrom: School Faculty

The faculty is concerned about the amount of plagiarism that is happening at our school.

The faculty has met with the Student Council and submitted the following question:

What can be done to stop plagiarism at our school?

You have been asked by your Student Council president and the faculty to research the copyright laws in one area of concern dealing with plagiarism.

In your research you will answer the following question:What do your peers need to know about plagiarism and copyright laws?

You will present a Multi Media presentation of your findings to the Student Council and faculty of the school in three weeks. Your presentation will be evaluated using the attached Presentation Rubric.You will be asked to keep a research log, with sources cited correctly, of your work and submit it with your Multi Media presentation.Groups will be formed by students wanting to research the same area of concern. Team will need to collaborate on their Multi Media Presentation to produce a successful project. Teams will develop Team Norms for the expectations of the team.

Plagiarism Task Management ChartProject Name

Team Member Names

(Teacher will periodically check this form throughout the project)

Task Who is Responsible for Task

Date Task is Due

Date Task is Completed

Research LogProject Name:

Student Name:This document will be part of your assessment for the project.

Source:Record Complete Citation or Name of the site

Describe What You Learned: Date

PresentationRubric

Below Standard At Standard Above StandardKnowledge → Comprehension Application → Analysis Evaluation → Synthesis

Physical Attributes

Student does not dress appropriately.

Student does not maintain proper body language.

Student does not maintain eye contact

Student fidgets, hides behind objects, and plays with

objects, etc.

Student does not face audience.

Student dresses appropriately for the presentation.

Student maintains proper body language.

Student maintains eye contact with audience

Student refrains from fidgeting, hiding behind objects, playing with

objects, etc.

Student faces audience.

In addition to the At Standard criteria:

Student dresses to enhance the purpose of the presentation.

Student uses body language to enhance the purpose of the presentation.

Student uses physical space and movements to enhance the purpose of the

presentation.

0………………………………………………..12 13…………………………………………………………16 17……………………………………………………………20

Oral & Verbal Skills

Student uses oral fillers (uh, ok, etc.)

Student pronounces words incorrectly.

Student does not speak loudly and clearly.

Student uses tone and pace that obscures communication.

Text contains errors.

Student reads from notes.

Student uses minimum of oral fillers (uh, ok, etc.)

Student pronounces words correctly/Standard English

Student speaks loudly and clearly.

Student speaks at a pace and in a tone that allows clear communication

to the audience.

Text displayed during the presentation is free of spelling, usage or

mechanical errors.

Student possesses notes but does not read from them.

In addition to the At Standard criteria:

Student modifies pronunciation of words to enhance presentation.

Student modulates volume and tone to enhance presentation.

Student modulates pace to enhance presentation.

Student uses slang, jargon or technical language to enhance presentation.

Student speaks from memory and makes only passing reference to notes or

cards.

0………………………………………………..12 13…………………………………………………………16 17……………………………………………………………20

Organization & Structure

Student does not begin and end on time.

Student does not provide preview/review.

Student does not provide clear and definable opening and

closing.

Student does not have all required materials ready.

Student has not practiced presentation.

Student does not demonstrate flexibility.

Student begins and ends on time.

Student provides preview and review of main ideas.

Student provides clear and definable opening and closing.

Student has all required materials ready for use.

Student has practiced order of presentation.

Student demonstrates flexibility in the face of technical or contextual

problems.

In addition to At Standard criteria:

Student provides written notes, brochures, overviews, etc.

Student creates an opening that is engaging (provides a hook for audience) and

a closing that re-enforces key understandings.

Student demonstrates planning for technical and contextual problems.

0………………………………………………..12 13…………………………………………………………16 17……………………………………………………………20

Technical Attributes

Student use of display boards, presentation software,

websites, audio, video, etc., distract audience from the

content and purpose of presentation.

Student does not demonstrate care in creation, including

editing, proofreading, finishing.

Student makes use of display boards, presentation software, websites,

audio, video, etc. does not distract audience from the content and

purpose of the presentation.

Student demonstrates care in creation, including editing, proofreading,

finishing.

In addition to At Standard criteria:

Student uses advanced features of presentation software, creates web-enabled

presentations, and uses audio, video, movie maker programs, webpage design

software, etc. to enhance the presentation.

Student uses advanced features of word processing software, i.e. outline, table

of contents, index feature, draw tool, headers and footers, hyperlinks to other

file formats to enhance presentation.

0……………………………………………………..12 13………………………………………………………………16 17……………………………………………………………………20

Response to Audience

Student does not provide appropriate oral responses to

audience questions, concerns, comments.

Student does not adapt the presentation based on questions,

concerns or comments from audience.

Student provides appropriate oral responses to audience questions,

concerns, comments.

Student makes minor modifications to the presentation based on

questions, concerns or comments from audience.

In addition to At Standard criteria:

Student incorporates audience questions, comments and concerns into the

presentation.

Student displays willingness and ability to move away from the script/plan and

modify presentation based on audience response.

0……………………………………………………..12 13………………………………………………………………16 17……………………………………………………………………20

CollaborationRubric Below Standard At Standard Above Standard

Leadership

Student plays a passive role, Student generates few new ideas Student tends to only do what they are told to do

by others.

Student plays an active role in generating new ideas. Student takes initiative in getting tasks organized. Student delegates responsibilities when required. Student keeps group/class on task and on schedule. Student understands and articulates goals of class/group. Student accepts responsibilities for his or her actions and

the actions of the group.

In addition to meeting the criteria for At Standard, the: Student thoughtfully organizes and divides the work between group

members. Student monitors progress toward group goal. Student adapts easily to changes in the task or group.

0 1 2

Cooperation

Student does not willingly follow directions. Student vocalizes intense opposition to group or

classroom goals. Student does not comply with group, classroom and

community rules.

Student follows directions from group leaders, group members and adults who take the lead or offer assistance.

Student expresses the ability in words and deeds to adapt to the goals of the group, even when those goals may be different than their own.

Student complies with group, classroom and community rules.

In addition to meeting the criteria for At Standard, the: Student encourages cooperation through words and actions. Student creates or initiates procedures (or activities) that encourage

cooperation. Student willingly switches roles in group or classroom as required by

the situation.

0 1 2

Attitude & Demeanor

Student does not display positive attitude in words, expression or body language

Student does not provide positive feedback. Student does not dress, act or respond appropriately

to the task at hand.

Student displays positive attitude toward individual and group tasks in words, expression and body language

Student provides positive feedback to peers and adults Student dresses, acts and responds appropriately to the task at

hand.

In addition to meeting the criteria for At Standard, the: Student models appropriate speech, behavior, clothing, etc. even at

the risk of breaking peer norms. Student goes out of their way to encourage positive behavior and

attitude.0 1 2

Facilitation & Mediation

Student is passive in the face of individual or group conflict.

Student encourages discord. Student does not seek or encourage facilitation or

mediation of conflict.

Student seeks to resolve conflicts between individuals or groups by listening to both sides.

Student encourages peers and adults to listen to each other. Student never attempts to cause conflict by false reporting. Student only engages in private side conversations when

attempting to reduce discord. Student is willing to accept facilitation or mediation in the

event they are involved in a conflict.

In addition to meeting the criteria for At Standard, the: Student serves as facilitator or mediator between groups or

individuals. Student volunteers to find resources or schedule meetings between

individuals or groups in conflict. Student, alone or in concert with other students or adults, initiates

activities that further harmony between individuals or groups.

0 1 2

Empathy

Student does not express empathy for the feelings of others.

Student displays a lack of awareness or disregard for diversity.

Student is locked into one view of issue(s).

Student expresses empathy for the feelings of others through words, body language or deeds.

Student displays awareness of diversity and the needs of different ethnic/social/religious groups.

Student demonstrates ability to look at issues from multiple points of view.

In addition to meeting the criteria for At Standard, the: Student engages in action that makes the emotional comfort of others

a primary concern. Student attempts to broaden group activities to be more inclusive.

0 1 2

GROUP OBSERVATION CHECKLIST (Observe group for 5-10 minutes and check all behaviors that were seen or heard)

Group:Project Name: Date:

When beginning a new task group members …Behavior observed All

membersMost members

Some members

Fe w members

Agree on an agenda or planBegin work promptlyGet out project materialsFigure things out without minimal teacher helpShare responsibilities and/or assign rolesReview deadlinesStay on task

When working group members….Behavior observed All

membersMost members

Some members

Fe w members

Have relevant conversationsEvaluate new information for significanceTeach each otherReview each other’s workAssign overnight/weekend tasksEnsure that work is turned inClean up and put awayAsk for help when neededStay on task

When discussing project work group members….Behavior observed All

membersMost members

Some members

Fe w members

Ask clarifying questionsTake turns speakingMake decisions collaborativelyRecord decisions and plansShare essential informationReview deadlinesStay on task

Self-AssessmentName:Presentation Group:Please check the following items you feel you successfully completed with your presentation.Team Work:_____ I collaborated with my team members.______ I reviewed deadlines and worked with the team to complete necessary work

for the presentation._____ I was supportive of other team members.Content:_____ I gave valuable information on my topic._____ I used credible sources._____ I cited my sources correctly on the research log.Organization:_____ I begin work promptly._____ I organized ideas in a meaningful way._____ I stayed on task and met deadlines needed to complete work for the

presentation.Complete the following statements:My strengths on this project were:

My challenges on this project were:

Changes I would make for the next project I will do are:

Fishbowl ActivityA variation of the whole-class discussion is to have small groups of students debrief in the center of the classroom, which the remainder of the class acting as an audience but also able to occasionally participate in the discussion.

1. Students will sit in a large circle in the room.2. Place a small number of chairs (5-7) in the center of the larger circle.3. Select a small number of students to sit in the inside circle. Keep one chair vacant.4. Students in the inner circle discuss the outcomes of the project. The audience in the outer

circle listens. The vacant chair is for any member of the audience who wants to join the discussion to add a comment or ask a question. Once the comment has been made or the question asked, the participant returns to the audience so that another member of the audience may join the inner circle.