Students come to understand that human trafficking affects students in their age group. Students discover that human trafficking does not only occur abroad; cases occur in urban, suburban and rural neighborhoods of the United States. They examine the role the Internet plays in the recruitment, grooming, and commercial exploitation of trafficking victims. Students research, define, and investigate the issue of human trafficking in their region, and prepare to take action through a student-driven empowerment project. A student workbook and teacher guide is included.

Students come to understand that human trafficking affects students in their age group. Students discover that human trafficking does not only occur abroad; cases occur in urban, suburban and rural neighborhoods of the United States. They examine the role the Internet plays in the recruitment, grooming, and commercial exploitation of trafficking victims. Students research, define, and investigate the issue of human trafficking in their region, and prepare to take action through a student-driven empowerment project. A student workbook and teacher guide is included.

Students come to understand that human trafficking affects students in their age group. Students discover that human trafficking does not only occur abroad; cases occur in urban, suburban and rural neighborhoods of the United States. They examine the role the Internet plays in the recruitment, grooming, and commercial exploitation of trafficking victims. Students research, define, and investigate the issue of human trafficking in their region, and prepare to take action through a student-driven empowerment project. A student workbook and teacher guide is included.

Students develop digital literacy skills. They determine ways that organizations effectively use webcams to promote a cause by evaluating a series of websites. They learn that these sites may allow online ads to generate financial support, and develop guidelines for public websites to follow.

Students develop digital literacy skills. They determine ways that organizations effectively use webcams to promote a cause by evaluating a series of websites. They learn that these sites may allow online ads to generate financial support, and develop guidelines for public websites to follow.

Students develop digital literacy skills. They determine ways that organizations effectively use webcams to promote a cause by evaluating a series of websites. They learn that these sites may allow online ads to generate financial support, and develop guidelines for public websites to follow.

Students learn about wikis, and they explore the beneficial uses of wikis in education. They use wiki technology to publish written work including links to online sources and digital media. Students plan, revise, edit, and incorporate peer feedback to produce quality written work based on an identified audience and purpose. Students adopt e-Safety and responsible use guidelines while engaged in this technology-based project.

Students learn about wikis, and they explore the beneficial uses of wikis in education. They use wiki technology to publish written work including links to online sources and digital media. Students plan, revise, edit, and incorporate peer feedback to produce quality written work based on an identified audience and purpose. Students adopt e-Safety and responsible use guidelines while engaged in this technology-based project.

This unit lays a foundation for digital ethics by introducing students to the concepts of intellectual property and ownership of creative material.Students learn how to ethically utilize creative material online and offline. They participate in the creative process and perform quick skits involving Dot & i for each step in the process.

This unit lays a foundation for digital ethics by introducing students to the concepts of intellectual property and ownership of creative material.Students learn how to ethically utilize creative material online and offline. They participate in the creative process and perform quick skits involving Dot & i for each step in the process.

This unit lays a foundation for digital ethics by introducing students to the concepts of intellectual property and ownership of creative material.Students learn how to ethically utilize creative material online and offline. They participate in the creative process and perform quick skits involving Dot & i for each step in the process.

This unit lays a foundation for digital ethics by introducing students to the concepts of intellectual property and ownership of creative material.Students learn how to ethically utilize creative material online and offline. They participate in the creative process and perform quick skits involving Dot & i for each step in the process.

Students learn that the brain is responsible for different ways of thinking; logic and creativity. After following along with dialogue between the characters Dot & i, students participate in a collaborative discussion about inventions and the creative process.

Students learn that the brain is responsible for different ways of thinking; logic and creativity. After following along with dialogue between the characters Dot & i, students participate in a collaborative discussion about inventions and the creative process.

This unit lays a foundation for digital ethics by introducing students to the concepts of intellectual property and ownership of creative material.Students learn how to ethically utilize creative material online and offline. They participate in the creative process and perform quick skits involving Dot & i for each step in the process.

Students understand that an invention is often the result of creative problem solving. They learn that solutions start with a brainstorm. After following along with dialogue between the characters Dot & i, students examine inventions by kids. They practice identifying problems in brainstorming solutions.

Students understand that an invention is often the result of creative problem solving. They learn that solutions start with a brainstorm. After following along with dialogue between the characters Dot & i, students examine inventions by kids. They practice identifying problems in brainstorming solutions.

This unit lays a foundation for digital ethics by introducing students to the concepts of intellectual property and ownership of creative material.Students learn how to ethically utilize creative material online and offline. They participate in the creative process and perform quick skits involving Dot & i for each step in the process.

Students learn that evaluation is an important part of the creative process. They come to understand the value of feedback to improving upon an idea; also known as "innovation."

Students learn that evaluation is an important part of the creative process. They come to understand the value of feedback to improving upon an idea; also known as "innovation."

This unit lays a foundation for digital ethics by introducing students to the concepts of intellectual property and ownership of creative material.Students learn how to ethically utilize creative material online and offline. They participate in the creative process and perform quick skits involving Dot & i for each step in the process.

Students follow along with dialogue between characters Dot & i, and they learn that an inventor's log helps a person keep track of their ideas and provides proof that they are the original owner of a project.

Students follow along with dialogue between characters Dot & i, and they learn that an inventor's log helps a person keep track of their ideas and provides proof that they are the original owner of a project.

This unit lays a foundation for digital ethics by introducing students to the concepts of intellectual property and ownership of creative material.Students learn how to ethically utilize creative material online and offline. They participate in the creative process and perform quick skits involving Dot & i for each step in the process.

Students understand that inventions have a name. After following along with dialogue between Dot & i, they explore different ways to come up with names for their inventions. Students learn that an invention, and its name, are forms of intellectual property.

Students understand that inventions have a name. After following along with dialogue between Dot & i, they explore different ways to come up with names for their inventions. Students learn that an invention, and its name, are forms of intellectual property.

This unit lays a foundation for digital ethics by introducing students to the concepts of intellectual property and ownership of creative material.Students learn how to ethically utilize creative material online and offline. They participate in the creative process and perform quick skits involving Dot & i for each step in the process.

Students learn that inventions are forms of intellectual property. They come to undestand that, just as with physical property, intellectual property has value. By following along with dialogue between characters Dot & i, students come to understand that scammers try to trick inventors into giving away their intellectual property rights.

Students learn that inventions are forms of intellectual property. They come to undestand that, just as with physical property, intellectual property has value. By following along with dialogue between characters Dot & i, students come to understand that scammers try to trick inventors into giving away their intellectual property rights.