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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:45 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: Cause and Effect, Communication, Decision Making, Internet, Internet Safety, Publishing or Multimedia software, Word Processing software


Objectives:

  • Students learn the importance of open communication with responsible adults.
  • Students learn that no one can tell them to keep secrets from their parents, and if they do tell them to keep secrets from their parents, to tell their parents immediately.
  • Students learn to always report illegal activities and communications on the Internet to a parent or teacher.

Subjects:

Bullying and Harassment

Library Media > Information Technology > Internet > Bullying and Harassment

Bullying and Harassment 

Technology Education > Information Technology > Internet > Bullying and Harassment 

Create Presentations 

Technology Education > Information Technology > Digital Communications > Create Presentations 

Desktop Publishing 

Technology Education > Information Technology > Software Applications > Desktop Publishing 

Development of Safe Interactive Environments 

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

Digital Citizenship

Library Media > Information Literacy > Student Use - Digital Media > Digital Citizenship

Digital Citizenship 

Technology Education > Digital Literacy > Student Use > Digital Citizenship 

Ethics 

Technology Education > Information Technology > Digital Communications > Ethics 

Fiction

Language Arts > Writing > Topic Development > Main Idea > Fiction

From Nonfiction Material

Language Arts > Research > Collect Data / Note Taking > Gather Facts Information Highlighting > From Nonfiction Material

Internet Attacks and Abuse

Library Media > Information Technology > Internet > Internet Attacks and Abuse

Internet Attacks and Abuse 

Technology Education > Information Technology > Internet > Internet Attacks and Abuse 

Internet Safety

Language Arts > Computer Literacy Skills > Personal Use > Internet Safety

Negative Impact

Library Media > Information Technology > Internet > Negative Impact

Negative Impact 

Technology Education > Information Technology > Internet > Negative Impact 

Network Security 

Technology Education > Information Technology > Networking > Network Security 

Nonfiction

Language Arts > Writing > Topic Development > Paragraph Development > Nonfiction

On-line Etiquette 

Technology Education > Information Technology > Basic Operations and Concepts > On-line Etiquette 

Personal Safety / Use / Online

Science > History / Technology / Social Perspectives > Computer Science > Personal Safety / Use / Online

Risks and Benefits of Use 

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

Safety

Library Media > Information Technology > Internet > Safety

Safety 

Technology Education > Information Technology > Internet > Safety 

Security Options 

Technology Education > Information Technology > Internet > Security Options 

Security and Privacy 

Technology Education > Information Technology > Internet > Security and Privacy 

Social Media

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

Social Networking 

Technology Education > Information Technology > Internet > Social Networking 

Student Collaboration 

Technology Education > Digital Literacy > Student Use > Student Collaboration 

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet
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  • See Lesson Plan

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.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.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
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.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.6.d Students publish or present content that customizes the message and medium for their intended audiences.
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.
S.7.b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
S.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
2-IC-22 Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact. (P2.4, P5.2)
2-NI-05 Explain how physical and digital security measures protect electronic information. (P7.2)
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.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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.
ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for 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.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
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