Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.

Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.

Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.

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.

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.

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.

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 practice media literacy by creating infographics based on a selected e-Safety topic. They select an infographic tool; integrate multiple sources of information; evaluate the credibility and accuracy of each source, and translate quantitative data or technical information into visual form.

Students practice media literacy by creating infographics based on a selected e-Safety topic. They select an infographic tool; integrate multiple sources of information; evaluate the credibility and accuracy of each source, and translate quantitative data or technical information into visual form.

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.

The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. Students explore technological innovation. Through research, they “reverse engineer” current digital products to discover the creative thinking process behind all the changes and evolution.

The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. Students explore technological innovation. Through research, they “reverse engineer” current digital products to discover the creative thinking process behind all the changes and evolution.

The Technology Foundations Series teaches students to examine technology and innovation within the broader theme of time, continuity and change. Students explore technological innovation. Through research, they “reverse engineer” current digital products to discover the creative thinking process behind all the changes and evolution.