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Digital Literacy

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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:120 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: Digital Video and Audio, Good Citizenship, Language Arts, Oral Presentations, Social Studies


Primary Objectives:

  • Student records a video and plays it back.
  • Student recognizes and uses the symbols of technology.

Secondary Objectives:

  • Student gains familiarity with aspects of good citizenship.
  • Student understands the concept of public service announcements (PSAs).
  • Student designs a script and storyboard for a video.

Subjects:

All Aspects

Language Arts > Communication > Group Work > All Aspects

Answer Qs Fiction

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

Answer Qs Nonfiction

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

Application of Safe Use of Tools and Equipment 

Technology Education > Information Technology > Student Use > Application of Safe Use of Tools and Equipment 

Communication to Others

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

Communication to Others 

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

Constructive Criticism

Language Arts > Communication > Listening Strategies / Context > Peer Evaluation / Feedback > Constructive Criticism

Create Communication Products 

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

Create Presentations 

Technology Education > Information Technology > Digital Communications > Create Presentations 

Develop Products 

Technology Education > Information Technology > Student Use > Develop Products 

English Language Arts 

Technology Education > Information Technology > Connects to Other Disciplines > English Language Arts 

Evaluation by Peer, Self or Teacher

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

Evaluation by Peer, Self or Teacher

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

Evaluation of Group

Language Arts > Communication > Group Work > Evaluation of Group

Formatting and Preparation

Library Media > Information Literacy > Student Use - Digital Media > Student Projects/Presentations > Formatting and Preparation

Formatting and Preparation

Technology Education > Digital Literacy > Student Use > Student Projects/Presentations > Formatting and Preparation

Graphic Applications (includes pictures, labels, diagrams, charts) 

Technology Education > Information Technology > Software Applications > Graphic Applications (includes pictures, labels, diagrams, charts) 

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Hardware / Software Applications

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

Lighting / Camera Angles / Sound / Color

Language Arts > Communication > Multimedia Usage / Production > Techniques > Lighting / Camera Angles / Sound / Color

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 

Productivity Tools

Library Media > Information Technology > Software Applications > Productivity Tools

Productivity Tools 

Technology Education > Information Technology > Software Applications > Productivity Tools 

Storyboard

Language Arts > Writing > Genre > Drama / Plays / Scripts > Storyboard

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 Production > Multimedia / Video Production > Student Presentations 

Student Project Planning and Tracking 

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

Student Technical Writing and Documentation Production 

Technology Education > Information Technology > Student Use > Student Technical Writing and Documentation Production 

TV / Film

Language Arts > Communication > Media Literacy / Viewing > TV / Film

Video Hardware 

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

Video Presentations 

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

Video Production

Language Arts > Communication > Multimedia Usage / Production > Video Production

Video Software 

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

Video Systems 

Technology Education > Media Production > Multimedia / Video Production > Video Systems 
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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.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
ELA-Literacy.L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
ELA-Literacy.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on page 28 for specific expectations.)
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards