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Image Quality and File Size (Updated!)

Students scan an image and adjust the image resolution and file type to see how the changes affect file size.

Application Exercises give students an opportunity to apply concepts they have learned in previous instruction. Work completed by a student will be graded through a variety of scoring options including participation and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include open-ended questions, correct/incorrect responses, a final product and/or self-assessment.

Teacher-Facing Resources

Type:Application Exercise

Estimated Time:90 minutes

Grades:6-8

Score Type:Mixed Graded

Available Language: English

Vocabulary: Language Arts, Problem-solving, Scanner, Strategies

Primary Objectives:

Student creates folders.
Student uses a scanner and scanner software.
Student recognizes what file sizes are appropriate for different purposes.
Student understands strategies for changing file size and quality.

Secondary Objectives:

Student records and analyzes data.
Student practices problem-solving.

Subjects:

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Expository > Bold Italicized Headings Layout

Desktop Publishing

Technology Education > Information Technology > Software Applications > Desktop Publishing

File Formats

Technology Education > Information Technology > Basic Operations and Concepts > File Formats

File Management/ Import and Export

Technology Education > Information Technology > Basic Operations and Concepts > File Management/ Import and Export

Files - Naming Conventions / Extensions (gif. jpg, xls, pdf)

Technology Education > Information Technology > Basic Operations and Concepts > Files - Naming Conventions / Extensions (gif. jpg, xls, pdf)

Graphic Applications (includes pictures, labels, diagrams, charts)

Technology Education > Information Technology > Software Applications > Graphic Applications (includes pictures, labels, diagrams, charts)

Student Evaluation and Selection of Tools / Software for Task

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task

	EXCEEDS (4)	MEETS (3)	APPROACHES (2)	DOES NOT MEET (1)
Directions and Participation	The student followed all directions and went above and beyond in answering all questions in the assignment.	The student followed all directions and answered all questions in the assignment.	The student followed most directions and answered most questions in the assignment.	The student did not follow directions or answer the questions in the assignment.
Required Final Product Components	The final product includes additional elements to enhance the assignment beyond the required components.	The final product includes all components required by the assignment.	The final product includes most of the components required by the assignment.	The final product does not demonstrate the components required by the assignment.
Organization and Originality	The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.	The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.	The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.	The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application	The final product clearly demonstrates an accurate and deep level of understanding of the concept.	The final product demonstrates an accurate and appropriate level of understanding of the concept.	The final product demonstrates some understanding of the concept.	The final product demonstrates little to no understanding of the concept.

CCSS

ELA-Literacy.W.6.2a	Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Aligned to National and State Standards

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