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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:60 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


Objectives:

  • Students identify the basic parts of the Internet, including the web, browsers, webpages, websites, web addresses, and search engines.
  • Students understand how these parts of the Internet are connected.
  • Students demonstrate use of web browser including address/search bar and bookmarks.
  • Students analyze websites to explain domain name association.
  • Students distinguish elements of search results to categorize advertisements, actual results, and other elements.
  • Students create a PSA to compare and contrast the Internet and the World Wide Web.

Subjects:

Audience Definition 

Technology Education > Information Technology > Digital Communications > Audience Definition 

Audience and Purpose 

Technology Education > Media Production > Multimedia / Video Production > Audience and Purpose 

Communication to Others

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

Communication to Others 

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

Compatibilit

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

Create Communication Products 

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

Expository / Nonfiction / Informational

Language Arts > Writing > Genre > Expository / Nonfiction / Informational

General Skills

Language Arts > Research > General Skills

Hardware / Software Applications

Language Arts > Computer Literacy Skills > Personal Use > Hardware / Software Applications

Internet Search Engines

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

Posters

Language Arts > Writing > Brochures / Pamphlets > Posters

Power Point /Video

Language Arts > Communication > Multimedia Usage / Production > Create End Product > Power Point /Video

Presentation Software 

Technology Education > Information Technology > Software Applications > Presentation Software 

Types of Websites 

Technology Education > Information Technology > Internet > Types of Websites 

Vocabulary and Abbreviations 

Technology Education > Information Technology > Basic Operations and Concepts > Vocabulary and Abbreviations 

Vocabulary 

Technology Education > Information Technology > Internet > Vocabulary 

Web Page Navigation / Use of Browser 

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

Web Programming 

Technology Education > Information Technology > Internet > Web Programming 

Web Searches 

Technology Education > Information Technology > Internet > Web Searches 
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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.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
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.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
ELA-Literacy.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
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.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
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.7.7 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.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
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.8.7 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.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards
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