ALEX Resources

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Learning Activities (5) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (9)


ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

[SS2010] USS6 (6) 9 :
9 ) Critique major social and cultural changes in the United States since World War II.

•  Identifying key persons and events of the modern Civil Rights Movement
Examples: persons—Martin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama)

events—Brown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama)

•  Describing the changing role of women in United States' society and how it affected the family unit
Examples: women in the workplace, latchkey children

•  Recognizing the impact of music genres and artists on United States' culture since World War II
Examples: genres—protest songs; Motown, rock and roll, rap, folk, and country music

artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams (Alabama)

•  Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States' culture since World War II
Subject: Digital Literacy and Computer Science (7 - 8), Social Studies (6)
Title: Civil Right Leaders “Fakebook Pages”
Description:

In this lesson, students will create a fake profile on a modern Civil Rights Leader using a Facebook Page template. They will also explore the positive and negative effects of data permanence on someone's personal and professional digital footprint. The Fakebook page can be used creatively in any content, but for this lesson, students will research the significance and contributions of a modern civil right leader. Students will “post” true and false information. The most important part of this lesson is providing time for students to discuss the reflection questions at the end of the lesson.

This activity was created as a result of the ALEX  Resource Development Summit.




   View Standards     Standard(s): [DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

Subject: Digital Literacy and Computer Science (7)
Title: How to Create a Safe Online Profile
Description:

Using the interactive tool Profile Publisher, students (grades 6-12) will create a printed social networking profile for a fictional character, a historical figure, an inanimate object, etc. to demonstrate their understanding of the appropriate and safe content for an online profile.




   View Standards     Standard(s): [DLIT] (6) 18 :
12) Define digital permanence.

[DLIT] (6) 19 :
13) Define personal privacy, digital footprint, and open communication.

[DLIT] (6) 22 :
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 16 :
10) Analyze different modes of social engineering and their effectiveness.

Examples: Phishing, hoaxes, impersonation, baiting, spoofing.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Presenting....Digital Citizenship through Infographics
Description:

Piktochart is one of many programs that makes it easy for teachers to integrate literacy and technology standards into any lesson.  Visual learners love the way that infographics seem to make data easier to digest.  Infographics are very helpful when a teacher wants to 'chunk' a lesson in to smaller units.  'Chunking' is a method for grouping and organizing information to make it easier to comprehend and remember.  Piktochart can be used to display and present a large amount of information in a visually appealing way.    




   View Standards     Standard(s): [DLIT] (6) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 18 :
12) Define digital permanence.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 17 :
11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

[DLIT] (9-12) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Social Media Responsibility
Description:


   View Standards     Standard(s): [DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (6) 18 :
12) Define digital permanence.

[DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Safebook
Description:

ReadWriteThink profile is an interactive profile for students to learn how to create a safe online profile.




ALEX Learning Activities: 5

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ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

Subject: Digital Literacy and Computer Science (7)
Title: The Power of Digital Footprints
URL: https://www.commonsense.org/education/digital-citizenship/lesson/the-power-of-digital-footprints
Description:

What others find about us online shapes who they think we are and how they feel about us. But do kids know what kinds of tracks they've already left? Help your students learn about their digital footprints and the steps they can take in the future to shape what others find and see about them online.

Students will be able to:
  • define the term "digital footprint" and explain how it can affect their online privacy.
  • analyze how different parts of their digital footprints can lead others to draw conclusions -- both positive and negative -- about who they are.
  • reflect on what they want their digital footprints to be in the future and how they can monitor and shape them.

Users will need to create a free account to access this resource. 



   View Standards     Standard(s): [DLIT] (6) 19 :
13) Define personal privacy, digital footprint, and open communication.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

Subject: Digital Literacy and Computer Science (6 - 7)
Title: Digital Footprint
URL: https://www.remc.org/21Things4Students/21/5-digital-footprint/
Description:

You may not realize this, but each time you logon to the Internet, use your cell phone, or do anything digitally you are leaving a digital trail. In this Thing you will be completing four Quests. Once you complete these Quests, you will earn the 21t4s Investigator badge.


LEARNING OBJECTIVES

When you have completed this Thing you will:

  1. know the concepts and actions that create a digital footprint [Digital Citizen]

  2. understand that my digital footprint has an impact on my life [Digital Citizen, Empowered Learner]

  3. understand the importance of electronic documentation [Empowered Learner]

  4. be able to create a positive and safe online web presence [Innovative Designer, Digital Citizen]

  5. be able to collaborate with classmates and work effectively toward a common goal [Global Communicator]



   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (6) 18 :
12) Define digital permanence.

[DLIT] (6) 19 :
13) Define personal privacy, digital footprint, and open communication.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Cyber Safety
URL: https://www.remc.org/21Things4Students/21/cybersafety/
Description:

Your challenge is to open the Cyber Safe by completing Quests to help make the connection between the real world and the digital world. The decisions made in your digital world affect you as much as those made in the real world. In fact, your digital decisions and behaviors can affect you more and for longer than decisions made in the real world--even with prospective employers and college applications!

Earn your Cyber Safety Expert badge by successfully completing the Quests and cracking the cyber safe.


LEARNING OBJECTIVES

When you have completed this activity you will:

  1. know how to be safe while on the Internet [Digital Citizen]

  2. understand online etiquette [Digital Citizen]

  3. understand the impact of online bullying [Digital Citizen]



   View Standards     Standard(s): [DLIT] (6) 16 :
10) Describe the causes and effects of illegal use of intellectual property as it relates to print and digital media, considering copyright, fair use, licensing, sharing, and attribution.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 17 :
11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Be Legal and Fair
URL: https://www.remc.org/21Things4Students/21/be-legal--fair/
Description:

Technology has brought about a potential crisis. It seems that a lot of artwork, literature, and music by our most creative authors, musicians, and artists have fallen into the hands of pirates. Our artists can no longer support themselves nor feel safe in creating new work. Their work is being shared all over the Internet as we speak. We need to put a stop to this. What would happen if your favorite musicians stopped writing and publishing their music? Do you want to listen to the music of your grandparents? That's where this assignment comes in.

For this activity, you will find out what we can do to make sure creative work remains under proper control. You will investigate the laws of copyright and report your findings back to your teacher. You will also need to find out if there is a way to legitimately use the work done by others so that you are not accused of operating illegally. Your assignment includes spreading the word so that others know the rules. When you have made a creative work of your own you will check it for originality and you will also learn of a way to protect that work so that you will be assured you are given proper credit for a job well done.

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know about copyright and fair use [Digital Citizen]
2. understand the social responsibility of using copyrighted materials [Digital Citizen]
3. know how to recognize and avoid plagiarism [Digital Citizen]
4. know how to use creative commons licenses [Digital Citizen]



   View Standards     Standard(s): [DLIT] (6) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Digital Images
URL: https://www.remc.org/21Things4Students/21/10-digital-images/
Description:

There are three basic Quests in this activity. You will be able to find, create, and edit digital images for a digital images selfie project. Your ability to use images in multimedia projects will allow you to express your creativity by communicating or presenting your ideas effectively.


LEARNING OBJECTIVES 

When you have completed this activity, you will:

  1. know how to locate and use digital images appropriately [Digital Citizen]

  2. understand that digital images can be edited and resized using online resources [Empowered Learner]

  3. understand how selfies can impact my digital identity [Digital Citizen]

  4. know how to represent myself appropriately online [Creative Communicator]



   View Standards     Standard(s): [DLIT] (6) 19 :
13) Define personal privacy, digital footprint, and open communication.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Social Networking
URL: https://www.remc.org/21Things4Students/21/14-social-networking/
Description:

A social network is an online community of people who use a website or app to communicate with each other by sharing comments, images, videos, resources, etc. Common examples include Facebook, Instagram, and Snapchat. Using social networks can be a lot of fun and help us feel connected with the people we care most about. Adults also use social networks to share resources and look for jobs, while seniors and shut-ins benefit from being able to stay in touch with relatives and friends. 


LEARNING OBJECTIVES

When you have completed these activities you will:​

  1. know what a social network is [Empowered Learner]

  2. understand why it is important to manage your digital identity when using a social network [Digital Citizen]

  3. understand why it is important to navigate social networks safely and post thoughtfully [Digital Citizen]

  4. be able to create a set of personal guidelines for navigating social networks [Digital Citizen]



   View Standards     Standard(s): [DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Subject: Digital Literacy and Computer Science (7 - 12)
Title: Life Online
URL: https://aptv.pbslearningmedia.org/resource/dgn09.la.rv.visual.elements.salifeonline/life-online/
Description:

Can you imagine a world without cell phones or the Internet? Today, the average teen sends more than 1,700 texts per month. Nearly 90 percent of young Americans are connected to the Internet, and many spend hours online every day. The number of social network subscribers now exceeds the population of most countries.

It's clear that digital technology is revolutionizing the way we connect to one another, making it faster and easier than ever. This can affect not only what we say and how we say it, but also who hears the message and how they respond to it. 

While this resource requires an account to save your work, it is not necessary to view resources. It is my recommendation that the questions in the lesson be used as talking points, discussion questions, journal entries, or written on paper and turned in. 

Students and teachers can create a free account at Alabama Public Television / PBS Learning Media. 



   View Standards     Standard(s): [DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

Subject: Digital Literacy and Computer Science (7 - 8)
Title: Being Aware of What You Share
URL: https://www.commonsense.org/education/digital-citizenship/lesson/being-aware-of-what-you-share
Description:

Kids share a lot of information whenever they go online -- sometimes on purpose, sometimes not. But do they understand that online privacy isn't just what they say and post? Help your students learn about their digital footprints and the steps they can take to shape what others find and see about them.

Students will be able to:
- Reflect on the concept of privacy, including what they feel comfortable sharing and with which people.
- Analyze different ways that advertisers collect information about users to send them targeted ads.
- Identify strategies for protecting their privacy, including opting out of specific features and analyzing app or website privacy policies.

Available in both English and Spanish.



   View Standards     Standard(s): [DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

Subject: Digital Literacy and Computer Science (7)
Title: The Power of Digital Footprints
URL: https://www.commonsense.org/education/digital-citizenship/lesson/the-power-of-digital-footprints
Description:

What others find about us online shapes who they think we are and how they feel about us. But do kids know what kinds of tracks they've already left? Help your students learn about their digital footprints and the steps they can take in the future to shape what others find and see about them online.

Students will be able to:

Resources available in both English and Spanish.



ALEX Classroom Resources: 9

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