Description
Lesson Overview
Students discover that research dispels the concept of multitasking.
Lesson - Multitasking and Technology
Students discover that research dispels the concept of multitasking. They learn that the brain cannot truly focus on two tasks at once but rather must switch focus quickly from task to task. They then make applications to safety issues such as texting and driving, and academic issues related to studying while listening to music or watching videos.
Student Handout 1 - Reference Page: Multitasking
Students discover that research dispels the concept of multitasking. They learn that the brain cannot truly focus on two tasks at once but rather must switch focus quickly from task to task. They then make applications to safety issues such as texting and driving, and academic issues related to studying while listening to music or watching videos.
Student Handout 2 - Worksheet: Think About It - Multitasking, Technology & Safety
Students discover that research dispels the concept of multitasking. They learn that the brain cannot truly focus on two tasks at once but rather must switch focus quickly from task to task. They then make applications to safety issues such as texting and driving, and academic issues related to studying while listening to music or watching videos.
Try it: Select a topic below and see if you can find a questionable source of information for it.
• Curing Cancer with vitamins
• The Big Bang Theory
• Michael Jackson’s death
• Alien conspiracy theory
• Treatment for autism
Activity
List your source, and list the process you went through to come to the conclusion that it is an unreliable source.
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Someone once said you can’t believe everything you read. That is certainly
the truth. Just because something is in print, on the TV, posted on the Web,
etc., does not make it fact. So how are you supposed to figure out what is
valid and reliable?
• Valid: Well grounded in fact or based on support
• Reliable: Worthy of reliance or trust – dependable source of information
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Description
Lesson Overview
Students understand that online sources are not always reliable, nor is informati
Lesson - Website Validity and Reliability (High School)
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Student Handout 1 - Worksheet: Reliability and Validity
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Student Handout 2 - Reference Page: Website Evaluation Process
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Student Handout 3 - Worksheet: Think About It: Selecting Credible Online Sources
Students understand that online sources are not always reliable, nor is information found online always valid. They use a set of criteria to evaluate online sources on a given topic and reflect on the selection process. Students then engage in a collaborative project that entails research, expository writing, and source citation.
Description
Lesson Overview
Students come to understand that media has the power to change perceptions and be
Lesson - The Power of Media (High School)
Students come to understand that media has the power to change perceptions and behavior. They examine the influence of the media in history and on modern culture. Students identify ways to effectively use media in order to address issues that matter to them.
Student Handout - Worksheet: The Influential Power of Media
Students come to understand that media has the power to change perceptions and behavior. They examine the influence of the media in history and on modern culture. Students identify ways to effectively use media in order to address issues that matter to them.
Putting it Together
What is media in this day and age? Media is so many things. It has evolved from its beginning as print materials
to being Web sites, podcasts, television commercials, movies, billboards, blogs, brochures, radio, and more.
We are surrounded with media everyday. With so much media around us, it makes sense that there’s a need to
be “literate” in understanding, analyzing and even creating it.
Students come to understand that media literacy is an integral aspect of digital citizenship. They learn that media literacy enables them to identify propaganda, censorship and bias. Students define media literacy, give examples of media-based propaganda and biased viewpoints, discuss the role of media in the modern world, and conclude the importance of media literacy in today's society.
Students come to understand that media literacy is an integral aspect of digital citizenship. They learn that media literacy enables them to identify propaganda, censorship and bias. Students define media literacy, give examples of media-based propaganda and biased viewpoints, discuss the role of media in the modern world, and conclude the importance of media literacy in today's society.
Students come to understand that media literacy is an integral aspect of digital citizenship. They learn that media literacy enables them to identify propaganda, censorship and bias. Students define media literacy, give examples of media-based propaganda and biased viewpoints, discuss the role of media in the modern world, and conclude the importance of media literacy in today's society.
Description
Lesson Overview
Students come to understand that media literacy is an integral aspect of digital
Lesson - Introduction to Media Literacy (High School)
Students come to understand that media literacy is an integral aspect of digital citizenship. They learn that media literacy enables them to identify propaganda, censorship and bias. Students define media literacy, give examples of media-based propaganda and biased viewpoints, discuss the role of media in the modern world, and conclude the importance of media literacy in today's society.
Student Handout 1 - Worksheet: Understanding Media Literacy
Students come to understand that media literacy is an integral aspect of digital citizenship. They learn that media literacy enables them to identify propaganda, censorship and bias. Students define media literacy, give examples of media-based propaganda and biased viewpoints, discuss the role of media in the modern world, and conclude the importance of media literacy in today's society.
Student Handout 2 - Worksheet: Media Literacy - Put it Together
Students come to understand that media literacy is an integral aspect of digital citizenship. They learn that media literacy enables them to identify propaganda, censorship and bias. Students define media literacy, give examples of media-based propaganda and biased viewpoints, discuss the role of media in the modern world, and conclude the importance of media literacy in today's society.
Description
What many people do not realize is the potential for safety and security concerns is present even in our most popular apps. The following is a guide to some of the positives and potential negatives students should have discovered in their research on each of the suggested apps.
Lesson - App-titude: Understanding and Using Apps
Students explore the safe, secure, and responsible use of apps. They learn that an app is a software application that runs on computers, in Web browsers, and on mobile devices. They come to better understand the software applications that they use, and learn to select apps based on a set of criteria. Students support their conclusions with evidence and reason.
Student Handout 1 - Reference Page: What are Apps?
Students explore the safe, secure, and responsible use of apps. They learn that an app is a software application that runs on computers, in Web browsers, and on mobile devices. They come to better understand the software applications that they use, and learn to select apps based on a set of criteria. Students support their conclusions with evidence and reason.
Student Handout 2 - Worksheet: Notable Apps
Students explore the safe, secure, and responsible use of apps. They learn that an app is a software application that runs on computers, in Web browsers, and on mobile devices. They come to better understand the software applications that they use, and learn to select apps based on a set of criteria. Students support their conclusions with evidence and reason.
Teacher Reference Page - Answer Key: Notable Apps
Students explore the safe, secure, and responsible use of apps. They learn that an app is a software application that runs on computers, in Web browsers, and on mobile devices. They come to better understand the software applications that they use, and learn to select apps based on a set of criteria. Students support their conclusions with evidence and reason.
Name of App:
Cost:
Developer:
Recommended Age or Grade Level:
Description (What is the purpose of app?):
Students explore the safe, secure, and responsible use of apps. They learn that an app is a software application that runs on computers, in Web browsers, and on mobile devices. They come to better understand the software applications that they use, and learn to select apps based on a set of criteria. Students support their conclusions with evidence and reason.
Students explore the safe, secure, and responsible use of apps. They learn that an app is a software application that runs on computers, in Web browsers, and on mobile devices. They come to better understand the software applications that they use, and learn to select apps based on a set of criteria. Students support their conclusions with evidence and reason.
Students explore the safe, secure, and responsible use of apps. They learn that an app is a software application that runs on computers, in Web browsers, and on mobile devices. They come to better understand the software applications that they use, and learn to select apps based on a set of criteria. Students support their conclusions with evidence and reason.
Students explore the safe, secure, and responsible use of apps. They learn that an app is a software application that runs on computers, in Web browsers, and on mobile devices. They come to better understand the software applications that they use, and learn to select apps based on a set of criteria. Students support their conclusions with evidence and reason.
Description
Lesson Objectives
Students will:
• develop a basic understanding of ways to navigate online more easily
• demonstrate correct usage of Web browser features: hyperlink, back key and X to exit
Unit - Dot & i’s Introduction to the Internet
Students acquire and use age-appropriate technical terms related to information and communications technology, online safety and security. They practice technical skills, and they ask and answer questions about narrative and informational texts including a video featuring Dot & i.
Lesson - Surfing the Net: Tips and Tricks
Students learn the components of a Web browser. They practice navigating the Internet using basic Web browser features: hyperlink, bookmark, back key, and exit screen.
Student Handout 8 - Reference Page: Surfing the Net
Students learn the components of a Web browser. They practice navigating the Internet using basic Web browser features: hyperlink, bookmark, back key, and exit screen.