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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:90 minutes

Grades:6-8

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: advertising, consumer, creativity, innovation, invent, marketing, persuade, pitch, portfolio, product, project based assessment, technology, trends


Objectives:

  • Students demonstrate mastery of NETS-S 1: Creativity and Innovation.
  • Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
  • Students apply existing knowledge to generate new ideas, products, or processes.
  • Students create original works as a means of personal or group expression.
  • Students use models and simulations to explore complex systems and issues.
  • Students identify trends and forecast possibilities.

Subjects:

Analysis of Trends 

Technology Education > Information Technology > Technology Use In Society > Analysis of Trends 

Argument

Language Arts > Writing > Vocabulary > Word Choice > Argument

Argument

Language Arts > Writing > Topic Development > Supporting Details > Argument

Argument

Language Arts > Writing > Topic Development > Elaborate / Develop Ideas / Content > Argument

Argument Persuasion

Language Arts > Writing > Topic Development > Conclusion > Argument Persuasion

Audience Definition 

Technology Education > Information Technology > Digital Communications > Audience Definition 

Audience and Purpose 

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

Claim

Language Arts > Writing > Genre > Argument > Claim

Communication to Others

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

Communication to Others 

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

Communication 

Technology Education > Information Technology > Internet > Communication 

Create Communication Products 

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

Create Presentations 

Technology Education > Information Technology > Digital Communications > Create Presentations 

Creativity and Innovation

Library Media > Information Literacy > Student Use - Integration of Multi-media > Creativity and Innovation

Creativity and Innovation 

Technology Education > Digital Literacy > Student Use > Creativity and Innovation 

Description

Language Arts > Writing > Describe > Description

Expository / Informational / Nonfiction

Language Arts > Reading / Literature > Genre > Reads A Variety of > Expository / Informational / Nonfiction

Form Opinion Orally or in Writing

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

Models and Simulations 

Technology Education > Information Technology > Student Use > Models and Simulations 

Opinion

Language Arts > Writing > Topic Development > Organization > Opinion

Persuasive Language

Language Arts > Communication > Speaking Strategies / Presentations > Persuade > Persuasive Language

Portfolios

Language Arts > Writing > Products / Formats > Portfolios

Predict Outcome

Language Arts > Writing > Purposeful Writing > Predict Outcome

Problem Solving

Language Arts > Life Skills Daily Life > Problem Solving

Script and Written Components 

Technology Education > Media Production > Multimedia / Video Production > Script and Written Components 

Simulations 

Technology Education > Information Technology > Software Applications > Simulations 

Spelling Caps Punctuation

Language Arts > Writing > Writing Process - Revision Editing > Mechanics > Spelling Caps Punctuation

Student Communication with Others 

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

Student Evaluation and Selection of Tools / Software for Task 

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

Student Presentations

Technology Education > Media Literacy > Student Presentations

Student Presentations

Library Media > Media Literacy > Student Presentations

Student Presentations 

Technology Education > Media Production > Multimedia / Video Production > Student Presentations 

Student Project Planning and Tracking 

Technology Education > Media Production > Multimedia / Video Production > Student Project Planning and Tracking 

Thesis Statement

Language Arts > Writing > Topic Development > Thesis Statement

Track Trends 

Technology Education > Information Technology > Digital Communications > Track Trends 

Using a rubric

Language Arts > Writing > Writing Process - Revision Editing > Using a rubric

Video Presentations 

Technology Education > Media Production > Multimedia / Video Production > Video Presentations 

Video Software 

Technology Education > Media Production > Multimedia / Video Production > Video Software 

Videography Techniques 

Technology Education > Media Production > Multimedia / Video Production > Videography Techniques 
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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.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
S.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
S.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
S.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
S.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
S.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
S.7.d Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.
ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
ELA-Literacy.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
ELA-Literacy.W.6.1e Provide a concluding statement or section that follows from the argument presented.
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.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.
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.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
ELA-Literacy.W.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.
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.)
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