Online Safety

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Type:Application Exercise

Estimated Time:35 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: Global Change, Google Docs, Internet, Podcasts, Problem/Solution, Research, Science, Technology, Wikis, Writing


Objectives:

  • Students research and share information about environmental issues.
  • Students provide peer feedback.
  • Students work together to plan and create informative podcasts to share online.

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Answer Qs Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Answer Qs Nonfiction

Audience Definition 

Information Technology > Digital Communications > Audience Definition 

Audio

Language Arts > Communication > Multimedia Usage / Production > Audio

Broadcasting

Language Arts > Communication > Multimedia Usage / Production > Broadcasting

Compare / Contrast

Language Arts > Communication > Listening Strategies / Context > Compare / Contrast

Conservation / Resource Management - Regional / Global Impacts

Science > Life Science / Biology > Environment > Human Factors > Conservation / Resource Management - Regional / Global Impacts

Earth Science

Science > Concepts and Processes (NGSS) > Change / Constancy (Earth and Human Activity) > Earth Science

Environmental Issues - Conservation

Social Studies > Geography > Human Interaction With the Environment > Environmental Issues - Conservation

Environmental Issues - Global Warming

Social Studies > Geography > Human Interaction With the Environment > Environmental Issues - Global Warming

Environmental Issues - Sustainability

Social Studies > Geography > Human Interaction With the Environment > Environmental Issues - Sustainability

Evaluation by Peer, Self or Teacher

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

Evaluation by Peer, Self or Teacher

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

Expository / Nonfiction / Informational

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

Expository Informational

Language Arts > Writing > Problem / Solution > Expository Informational

Form Opinion Orally or in Writing

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

Formal / Academic Contexts

Language Arts > Communication > Speaking Strategies / Presentations > Formal / Academic Contexts

General Skills

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

General to Specific Research

Information Literacy > Reference and Research > Research Skills > General to Specific Research

General to Specific Research

Digital Literacy > Reference and Research > Research Skills > General to Specific Research

Global Issues

Language Arts > Connects to Other Disciplines > Science > Global Issues

Group Work / Discussions

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

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

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Synthesize > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Follow Directions > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > General Comprehension > Nonfiction

Personality / Style

Language Arts > Communication > Speaking Strategies / Presentations > Voice Mood Tone > Personality / Style

Podcasts

Language Arts > Communication > Media Literacy / Viewing > Radio > Podcasts

Purpose

Language Arts > Communication > Speaking Strategies / Presentations > Purpose

Reference and Research 

Digital Literacy > Reference and Research 

Research

Information Literacy > Reference and Research > Research

Research Proper / Acceptable Use of 

Information Technology > Internet > Research Proper / Acceptable Use of 

Volume / Tone

Language Arts > Communication > Speaking Strategies / Presentations > Vocalization Pace > Volume / Tone

Web Searches 

Information Technology > Internet > Web Searches 

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet

Wikis 

Information Technology > Internet > Wikis 
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Standards:

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.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
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.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.7.a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
ELA-Literacy.L.6.3b Maintain consistency in style and tone.
ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)
ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.)
ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)
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.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.7.4 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.8.2b 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.
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