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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:60 minutes

Grades:3-4

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: Language Arts, Questioning, Research, Social Studies, Word Processing Software


Subjects:

Audience Definition 

Technology Education > Information Technology > Digital Communications > Audience Definition 

Authoring Tools

Library Media > Information Technology > Software Applications > Authoring Tools

Authoring Tools 

Technology Education > Information Technology > Software Applications > Authoring Tools 

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 

Elements of Design 

Technology Education > Media Production > Multimedia / Video Production > Elements of Design 

General Skills

Language Arts > Research > General Skills

General Skills

Library Media > Information Literacy > Reference and Research > Source Evaluation > General Skills

Graphics/images (insert/modify) 

Technology Education > Media Production > Multimedia / Video Production > Graphics/images (insert/modify) 

Intermediate Feature

Technology Education > Information Technology > Software Applications > Word Processing > Intermediate Feature

Internet Search Engines

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

Not Genre Specific

Language Arts > Writing > General Skills > Not Genre Specific

Principles of Design 

Technology Education > Information Technology > Digital Communications > Principles of Design 

Source Evaluation 

Technology Education > Digital Literacy > Reference and Research > Source Evaluation 

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

Web Page Design Basic Art Elements (Color,Line,etc) 

Technology Education > Information Technology > Internet > Web Page Design Basic Art Elements (Color,Line,etc) 

Web Page Design Typography (Font, Size, Style) 

Technology Education > Information Technology > Internet > Web Page Design Typography (Font, Size, Style) 

Web Page Design Writing Elements 

Technology Education > Information Technology > Internet > Web Page Design Writing Elements 

Web Page Design 

Technology Education > Information Technology > Internet > Web Page Design 

Web Sites

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

Web Sites

Library Media > Information Literacy > Reference and Research > Source Evaluation > Web Sites
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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.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
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.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
ELA-Literacy.W.3.10 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.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic.
ELA-Literacy.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
ELA-Literacy.W.4.10 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.4.4 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.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards