Online Safety

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Type:Application Exercise

Estimated Time:60 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: Internet, Research, Search, Search Engines, Websites


Objectives:

  • Students research information using search engines.
  • Students evaluate the credibility of websites/sources when searching for information.
  • Students implement information found in web search to make travel plans.
  • Students cite sources used in research.
  • Students use search tools to ease the search process.

Subjects:

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

General

Information Literacy > Student Use - Digital Media > Student Projects/Presentations > General

General Skills

Information Literacy > Reference and Research > Student Projects/Presentations > General Skills

General Skills

Information Literacy > Reference and Research > Search Strategies > General Skills

General Skills

Language Arts > Research > General Skills

Internet

Digital Literacy > Reference and Research > Reference Tools > Internet

Internet

Information Literacy > Reference and Research > Reference Tools > Internet

Internet Search Engines

Language Arts > Computer Literacy Skills > Research > Internet Search Engines

Note-taking

Language Arts > Reading / Literature > Comprehension / Analysis > Note-taking

Notes Messages Correspondence Invitation Email

Language Arts > Writing > Letters / Correspondence > Informal > Notes Messages Correspondence Invitation Email

Posters

Language Arts > Writing > Brochures / Pamphlets > Posters

Research

Information Literacy > Reference and Research > Research

Search Engines 

Digital Literacy > Reference and Research > Search Engines 

Search Strategies 

Digital Literacy > Reference and Research > Search Strategies 

Web Page Navigation / Use of Browser 

Information Technology > Internet > Web Page Navigation / Use of Browser 

Web Searches 

Information Technology > Internet > Web Searches 

Web Sites

Digital Literacy > Reference and Research > Source Evaluation > Web Sites

Web Sites

Information Literacy > Reference and Research > Source Evaluation > Web Sites
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Standards:

S.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
S.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
S.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.
S.6.d Students publish or present content that customizes the message and medium for their intended audiences.
ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)
ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
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