Students will demonstrate understanding of data collection, organization, and accessibility through the development of a website with Elder interview data.

Alaska Computer Science Standards

3.DA.CVT.01 Collect and organize data in a spreadsheet.

5.CGEI.C.02 Brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.

7.CS.HS.01 Evaluate and recommend improvements to hardware and software (User Interface) design to collect and exchange data.

Alaska Standards for Culturally Responsive Schools

D. Culturally-knowledgeable students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning.

1. acquire in-depth cultural knowledge through active participation and meaningful interaction with Elders;

3. interact with Elders in a loving and respectful way that demonstrates an appreciation of their role as culture- bearers and educators in the community; 

• Student laptops: Google Chromebook, Apple MacBook, or Windows PC

• Google Sites and student email accounts

• Notepad++ Source Code Editor (or Caret Text Editor for Google Chrome) for Advanced Website Development.

• Pen/Paper and/or recording device

• Because students will be speaking to individuals outside of the classroom in order to record data, it should be suggested to students that they speak with an Elder whom they know and to whom they are comfortable having a discussion.

• This project will take several class lessons and involves independent student work and so considerable time should be given to this project.

• Prior to Lesson Two, you will need to create a Google Site and share it with your students, as editors. This link can be sent to them via their student emails.

Lesson One (30 - 40 minutes)

• Opening Question: "In what ways can you learn information?"

  • Allow time for students to discuss possible answers to this question. Allow for the discussion to move towards the concept of the interview.

• Present to students the following video from BrainPOP: "Conducting an Interview"

  • As a class, what points stood out in the video? Using post-it notes, students can participate in a "board slam", writing down information learned in the video on post-it notes and placing them on the board (no names required.)

  • A class discussion should follow, highlighting the notes. Students should write down the key points of an interview:

    • Ask for permission from the interviewee

    • Have questions formulated before hand

    • Questions should begin with "how", "what", and "why", generally

    • Use good form and maintain eye contact (try to be laid back but involved)

    • Write down notes regarding the interviewee's answers, in addition to digital recording (also requires permission)

    • Thank the person being interviewed afterwards

• Present the students with their first task along with the following rubric:

  • Interview an Elder: Your task is to speak to an Elder of the community regarding a topic of your choice. Examples include, "How do you cut and dry fish?" and "How do you set and check a trap line?". Perhaps the Elder will want to perform the activity with you. Seek permission from the interviewee to present their responses on a publicly available website. Also ask permission to take notes and have at least five questions prepared for your interview. If agreed upon, pictures can be taken and will be used. Interviews should be completed, and notes taken by (two weeks from the lesson of this date).

    • Seek permission from an Elder and determine a topic (5 pts.)

    • Present a minimum of five questions for your Elder interview (10 pts.)

    • Conduct the interview (20 pts.)

    • Record notes from the interview (15 pts.)

• Allow time for any questions students might have regarding the assignment.

• Describe to the students that the interview information that the students have collected will be transcribed and placed on a webpage that they will design as a part of a classroom website.

For information on how to create a Google Site, visit the following Google Help Center page:

Google Workspace Learning Center

• Present the students with their second task along with the following rubric:

  • Building a webpage: Your task is to create an appealing website that tells the viewer the information from your interview. Be sure to use your creativity! Also, only edit YOUR subpage (there is a version history which shows all edits that have been made.) Your subpage should have the following components:

    • Title/Heading for the page along with authorship (5 pts.)

    • Full transcription or summary the interview details (25 pts.)

      • (Tip: If the interview was a guide on how to do something, use a step-by-step list)

    • Graphic elements (images, polls, maps, video, etc.) (10 pts.)

Assessment data will be present in the final product from each student, utilizing the rubrics identified in the lesson steps above. Student self-assessments can also be performed, asking essential questions such as "What did I learn about creating a webpage?" and "How has the internet impacted information and data sharing?"

For some students, creating a site through Google Sites may not be challenging enough. This lesson can be enhanced by the utilization of Notepad++ Source Code Editor (or Caret Text Editor for Google Chrome) wherein students can code with HTML and CSS. This process, however, is more time-consuming and requires prior knowledge of coding (for an awesome tutorial on HTML, CSS, Javascript, and more, visit https://www.w3schools.com/.