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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:75 minutes

Grades:5-8

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment 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 opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Administrator, Delete, Ethics, Graphics, Messaging, Moderator, Share Option, Social Media, Web Blog


Objectives:

  • Students determine appropriate format for distributing information.
  • Students demonstrate how to enter information on social media.
  • Students demonstrate how to modify existing social media to remove unwanted posts and comments.
  • Students demonstrate how to insert pictures and videos on social media.
  • Students organize, manage, sort, and share information on social media.
  • Students organize thoughts and information in easy-to-read-and-understand formats.
  • Students customize their page layout to better convey their message to a large audience.
  • Students apply critical-thinking skills to demonstrate understanding of appropriate social media behavior.
  • Students apply problem-solving skills to identify ethically appropriate social media behavior.
  • Students understand the permanence of posting information on social media.
  • Students utilize social media to make everyday projects available to large audiences.
  • Students demonstrate an understanding of navigation of social media by assigning administrative and moderator roles and appropriately editing social media content.

Subjects:

Advantages and Disadvantages of Technology Use 

Technology Education > Information Technology > Technology and Society > Advantages and Disadvantages of Technology Use 

Audience Definition 

Technology Education > Information Technology > Digital Communications > Audience Definition 

Awareness of / Adjust For

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

Communication to Others

Library Media > Information Technology > Student Use > Communication to Others

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

Create Communication Products 

Technology Education > Information Technology > Digital Communications > Create Communication Products 

Development of Safe Interactive Environments 

Technology Education > Information Technology > Internet > Development of Safe Interactive Environments 

Evaluation by Peer, Self or Teacher

Technology Education > Digital Literacy > Student Use > Student Projects/Presentations > Evaluation by Peer, Self or Teacher

Evaluation by Peer, Self or Teacher

Library Media > Information Literacy > Student Use - Digital Media > Student Projects/Presentations > Evaluation by Peer, Self or Teacher

Form Opinion Orally or in Writing

Language Arts > Reading / Literature > Comprehension / Analysis > Respond Nonfiction > Form Opinion Orally or in Writing

Group Work / Discussions

Language Arts > Writing > Shared Collaborative Writing > Group Work / Discussions

Interactive Use 

Technology Education > Information Technology > Internet > Interactive Use 

Risks and Benefits of Use 

Technology Education > Information Technology > Mobile Applications > Risks and Benefits of Use 

Scoring Guides

Language Arts > Writing > General > Rubrics > Scoring Guides

Security Options 

Technology Education > Information Technology > Internet > Security Options 

Social Media

Language Arts > Computer Literacy Skills > Personal Use > Social Media

Social Networking 

Technology Education > Information Technology > Internet > Social Networking 

Student Communication with Others 

Technology Education > Information Technology > Digital Communications > Student Communication with Others 

User Interactions 

Technology Education > Information Technology > Software Applications > User Interactions 
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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.
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
S.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
1B-NI-05 Discuss real-world cybersecurity problems and how personal information can be protected. (P3.1)
2-NI-05 Explain how physical and digital security measures protect electronic information. (P7.2)
ELA-Literacy.W.5.10 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.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.5.5 With 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 5 on page 29.)
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.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.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.)
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards