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Student-Facing

Online Collaboration: Easier Than Offline Collaboration? (Updated!)

Students will learn how to share documents using a district-approved collaboration product. Students will then prepare a shared presentation on a weather event using a collaboration presentation product.

Application Exercises give students an opportunity to apply concepts they have learned in previous instruction. Work completed by a student will be graded through a variety of scoring options including participation 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 open-ended questions, correct/incorrect responses, a final product and/or self-assessment.

Teacher-Facing Resources

Type:Application Exercise

Estimated Time:180 minutes

Grades:6-8

Score Type:Mixed Graded

Available Language: English

Vocabulary: Collaboration, Presentations, Report, Sharing

Objectives:

Students develop an understanding of how the Internet and World Wide Web can be used to help solve problems in real time and foster collaboration among various people in various locales.
Students demonstrate how to share and collaborate on documents in real time.
Students utilize tools to leave feedback on created work.
Students interpret information and organize it in an efficient manner.
Students implement information found in web-search to make presentations on weather events.

Subjects:

Answer Qs Nonfiction

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

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

Cause / Effect

Language Arts > Writing > Cause / Effect

Causes

Science > Earth Science > Meteorology > Weather > Causes

Communication to Others

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

Communication to Others

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

Create Communication Products

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

Earth Science

Science > Concepts and Processes > Student Application > Present / Presentations > Earth Science

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

Expository / Nonfiction / Informational

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

General

Library Media > Information Literacy > Student Use - Digital Media > Student Projects/Presentations > General

General Skills

Language Arts > Research > General Skills

General Skills

Library Media > Information Literacy > Reference and Research > Search Strategies > General Skills

General Skills

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

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Group Work / Discussions

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

Impacts

Science > Earth Science > Meteorology > Weather > Impacts

Internet

Library Media > Information Literacy > Reference and Research > Reference Tools > Internet

Internet

Technology Education > Digital Literacy > Reference and Research > Reference Tools > Internet

Internet Search Engines

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

Nonfiction

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

Nonfiction

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

Nonfiction

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

Note-taking

Language Arts > Reading / Literature > Comprehension / Analysis > Note-taking

Online collaboration

Library Media > Information Technology > Internet > Online collaboration

Online collaboration

Technology Education > Information Technology > Internet > Online collaboration

Personal Safety / Use / Online

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

Photos / Photography / Analyze Photographs

Language Arts > Research > Photos / Photography / Analyze Photographs

Power Point /Video

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

Principles of Design

Technology Education > Information Technology > Digital Communications > Principles of Design

Proofread / Proofreading Symbols

Language Arts > Writing > Writing Process > Proofread / Proofreading Symbols

Purpose / Organization / Topic Development

Language Arts > Communication > Multimedia Usage / Production > Purpose / Organization / Topic Development

Reference and Research

Technology Education > Digital Literacy > Reference and Research

Research

Library Media > Information Literacy > Reference and Research > Research

Search Strategies

Technology Education > Digital Literacy > Reference and Research > Search Strategies

Student Collaboration

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

Student Collaboration

Technology Education > Digital Literacy > Student Use > Student Collaboration

Team Work and Collaboration

Technology Education > Media Production > Multimedia / Video Production > Team Work and Collaboration

Timelines / Diagrams / Maps

Language Arts > Writing > Visual Aids > Graphs / Charts > Timelines / Diagrams / Maps

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

Web Searches

Technology Education > Information Technology > Internet > Web Searches

	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.

ISTE

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.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.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.4.b	Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.a	Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
S.6.b	Students create original works or responsibly repurpose or remix digital resources into new creations.
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.

CSTA

2-IC-22

Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact. (P2.4, P5.2)

CCSS

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.W.6.10	Write routinely over extended time frames (time for research, 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.W.6.2a	Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.6.2b	Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
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.6.5	With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)
ELA-Literacy.W.6.6	Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
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.7.10	Write routinely over extended time frames (time for research, 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.W.7.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.2b	Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
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.7.5	With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
ELA-Literacy.W.7.6	Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
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.8.10	Write routinely over extended time frames (time for research, 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.W.8.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
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.8.5	With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
ELA-Literacy.W.8.6	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
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.