ALEX Resources

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Learning Activities (6) 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 (16)


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

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

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

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

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[HE] (7) 1 :
7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :
8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[HE] HED (9-12) 2 :
HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 9 :
HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :
2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :
4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :
9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
[HUM] ED08 (9-12) 18 :
18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Subject: Digital Literacy and Computer Science (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: How Plugged In Are You?-- Part 1 of Unplug: The Digital Diet Plan
Description:

Students will identify their current daily usage of digital devices through a personal log or estimation. Then, students will read an article and watch the corresponding video which describes a recent report that found the average American spends more than 12 hours a day on a digital device, not including time spent on school work. Students will discuss their opinions with a classmate. The teacher will lead students in a discussion regarding the impact of this digital consumption. Finally, students will brainstorm and discuss other activities they could do in a day if they spent less time on their devices.




   View Standards     Standard(s): [ELA2015] (6) 27 :
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]

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

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

[ELA2015] (6) 31 :
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.6.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b]

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. [SL.6.1c]

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d]

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

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

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[ELA2015] (7) 26 :
26 ) Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7]

[ELA2015] (7) 30 :
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.7.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.7.1a]

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.7.1b]

c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. [SL.7.1c]

d. Acknowledge new information expressed by others and, when warranted, modify their own views. [SL.7.1d]

[HE] (7) 1 :
7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[ELA2015] (8) 26 :
26 ) 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. [W.8.7]

[ELA2015] (8) 30 :
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.8.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.8.1a]

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.8.1b]

c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. [SL.8.1c]

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. [SL.8.1d]

[HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :
8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[ELA2015] (9) 26 :
26 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]

[ELA2015] (9) 30 :
30 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

[ELA2015] (10) 27 :
27 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]

[ELA2015] (10) 31 :
31 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

[ELA2015] (11) 25 :
25 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]

[ELA2015] (11) 29 :
29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b]

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c]

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]

[ELA2015] (12) 25 :
25 ) Conduct short as well as more sustained research projects to answer a question, including a self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]

[ELA2015] (12) 29 :
29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b]

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c]

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]

[HE] HED (9-12) 2 :
HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 9 :
HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :
2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :
4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :
9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
[HUM] ED08 (9-12) 18 :
18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Subject: English Language Arts (6 - 12), Digital Literacy and Computer Science (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
Description:

Students will be introduced to five negative consequences of a poor "digital device diet." The teacher will lead students in utilizing the jigsaw literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. The activity will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the five consequences of a poor digital diet and their effect on all aspects of health. 




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

[ELA2015] (6) 36 :
36 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 6 Language standards 37 and 39 for specific expectations.) [SL.6.6]

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

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

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[ELA2015] (7) 33 :
33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.7.4]

[ELA2015] (7) 35 :
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 7 Language standards 36 and 38 for specific expectations.) [SL.7.6]

[HE] (7) 1 :
7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[ELA2015] (6) 34 :
34 ) Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]

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

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[ELA2015] (8) 33 :
33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.8.4]

[ELA2015] (8) 35 :
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 8 Language standards 36 and 38 for specific expectations.) [SL.8.6]

[HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :
8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[ELA2015] (9) 33 :
33 ) Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]

[ELA2015] (9) 35 :
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 9 Language standards 36 and 38 for specific expectations.) [SL.9-10.6]

[ELA2015] (10) 34 :
34 ) Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]

[ELA2015] (10) 36 :
36 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 10 Language standards 37 and 39 for specific expectations.) [SL.9-10.6]

[ELA2015] (11) 32 :
32 ) Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]

[ELA2015] (11) 34 :
34 ) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Grade 11 Language standards 35 and 37 for specific expectations.) [SL.11-12.6]

[ELA2015] (12) 32 :
32 ) Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]

[ELA2015] (12) 34 :
34 ) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Grade 12 Language standards 35 and 37 for specific expectations.) [SL.11-12.6]

[HE] HED (9-12) 2 :
HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 9 :
HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :
2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :
4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :
9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
[HUM] ED08 (9-12) 18 :
18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Subject: Digital Literacy and Computer Science (6 - 12), English Language Arts (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
Description:

Students will be introduced to a five-step action plan to reduce their use of digital devices and decrease the negative consequences of a "poor digital diet." Students will analyze the relationship between all aspects of social and emotional health and describe how the use of digital devices can affect their health. Students will write and present a personal pledge to improve their "digital diet," demonstrating their command of the formal English language and presentation skills.




   View Standards     Standard(s): [ELA2015] (12) 22 :
22 ) 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 19-21 above.) [W.11-12.4]

[ELA2015] (12) 24 :
24 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]

[ELA2015] (12) 33 :
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

[ELA2015] (12) 2 :
2 ) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: English Language Arts (12), Digital Literacy and Computer Science (9 - 12)
Title: Themes Beyond Fallen Angels
Description:

Prezi is an Internet-based creative slide show creation and presentation tool that is available primarily by Internet. 




   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Social Media for the Classroom
Description:

Schoology is a free app that looks a lot like the social networking sites students use at home. Teachers can use the app to upload tests, quizzes, assignments, notes, links to videos and web pages, and to facilitate student discussions. Schoology is a great way to give students a link to the classroom from anywhere. 




   View Standards     Standard(s): [MA2015] ALC (9-12) 5 :
5 ) Determine approximate rates of change of nonlinear relationships from graphical and numerical data. (Alabama)

a. Create graphical representations from tables, equations, or classroom-generated data to model consumer costs and to predict future outcomes. (Alabama)

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

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

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

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

Subject: Mathematics (9 - 12), Digital Literacy and Computer Science (8 - 12)
Title: Math Lesson Performance
Description:

CuteCUT is a video creation app. You can import your video and do all of your work in one place. The interface seems to be directed more toward students with a little different look to it from most video apps. Unique here is the ability to choose a portrait or landscape orientation for your project. Students or adults using this app will get basic editing skills for movies, pictures and sound. They will like the video tutorials included in the app. An easy interface will help the learning curve that comes with this app.




ALEX Learning Activities: 6

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

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

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

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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: Screen Time: How Much Is Too Much?
URL: https://www.pbslearningmedia.org/resource/screen-time-above-the-noise/screen-time-above-the-noise/
Description:

Even by conservative estimates, the average American spends over 6 hours per day staring at a screen. That’s a lot of time. What does the scientific research say about it? Is it good or bad for us? This video comes with a facilitator guide and student handout that helps guide the discussion of this activity.



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

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

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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: Are Internet Trolls Born or Made?
URL: https://www.pbslearningmedia.org/resource/internet-trolls-kqed/are-internet-trolls-born-or-made-above-the-noise/
Description:

Trolls are all over the internet, just annoying people to no end. What makes someone an internet troll? Are some people just destined to be a troll, or do they develop this ability? Believe it or not, there have been numerous scientific studies surrounding this behavior. Explore the science behind trolling behavior in the latest Above the Noise video. This video comes with a student handout that helps guide the discussion of this activity.



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

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

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

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Online, All the Time
URL: https://aptv.pbslearningmedia.org/resource/dgn09.la.rv.visual.elements.online/online-all-the-time/
Description:

The great thing about the Internet and cell phone technology is that it's available all the time, 24/7. But is there a downside to being connected all the time? In this video from FRONTLINE: "Digital Nation," 17-year-old Greg and his parents describe his desire to stay connected to his friends at all times. This video comes with discussion questions.



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

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

[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] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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: Is Facial Recognition Invading Your Privacy?
URL: https://aptv.pbslearningmedia.org/resource/facial-recognition-software-kqed/is-facial-recognition-invading-your-privacy-above-the-noise/
Description:

Facial recognition is creeping more and more into our daily lives. Facebook and Google use it for auto-tagging photos. Snapchat uses it to create hilarious filters. And Apple’s new iPhone will allow you to use your face to unlock your phone. But this same technology can be used by governments and companies to learn as much as they can about you. Find out how facial recognition technology works in the newest Above the Noise video. This video comes with a student viewing guide.



   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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 (9 - 12)
Title: Protecting Online Reputations
URL: https://www.commonsense.org/education/digital-citizenship/lesson/protecting-online-reputations
Description:

Tagging friends on social media is a great way to connect with others and capture memorable experiences. But what if they don't want to be tagged? Encourage your students to take responsibility for how they may affect the digital footprints of others.

Students will be able to:
  • Define "digital reputation," and identify examples of social media posts that can have a positive or negative effect.
  • Use the 1-2-3-1 Perspectives activity to consider the causes and effects of posting about others online.
  • Generate a list of questions to ask themselves before posting pictures or information about someone else.

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



   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[DLIT] (9-12) 42 :
36) Explain the tradeoffs when selecting and implementing cybersecurity recommendations.

Examples: Two-factor authentication, password requirements, geolocation requirements.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Risk Check for New Tech
URL: https://www.commonsense.org/education/digital-citizenship/lesson/risk-check-for-new-tech
Description:

New tech, like location services and smart devices, helps make our lives easier and opens opportunities that didn't exist before. But these innovations also come with a cost -- especially to our privacy. Help students consider the benefits and drawbacks of these new technologies -- and decide whether they're ultimately worth it.

Students will be able to:
  • Identify important benefits and privacy risks that new technologies present.
  • Decide whether or not the benefits of new technologies outweigh their privacy risks.
  • Create a compelling video that argues for or against using a new technology.

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



   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[DLIT] (9-12) 25 :
19) Prove that digital identity is a reflection of persistent, publicly available artifacts.

[DLIT] (9-12) 26 :
20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Curated Lives
URL: https://www.commonsense.org/education/digital-citizenship/lesson/curated-lives
Description:

Social media gives us a chance to choose how we present ourselves to the world. We can snap and share a picture in the moment or carefully stage photos and select only the ones we think are best. When students reflect on these choices, they can better understand the self they are presenting and the self they aim to be.

Students will be able to:
  • Describe how their curated self may or may not represent their real self.
  • Analyze the benefits and drawbacks of representing different parts of their real self online.
  • Create an avatar that represents both their real and curated selves.

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



   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[DLIT] (9-12) 18 :
12) Describe how sensitive data can be affected by malware and other attacks.

[DLIT] (9-12) 19 :
13) Compare various security measures of a computer system.

Examples: Usability, security, portability, and scalability.

[DLIT] (9-12) 22 :
16) Identify laws regarding the use of technology and their consequences and implications.

Examples: Unmanned vehicles, net neutrality/common carriers, hacking, intellectual property, piracy, plagiarism.

[DLIT] (9-12) 26 :
20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

[DLIT] (9-12) 35 :
29) Summarize the role of compression and encryption in modifying the structure of digital artifacts and the varieties of information carried in the metadata of these artifacts.

[DLIT] (9-12) 36 :
30) Evaluate the tradeoffs involved in choosing methods for the organization of data elements and the location of data storage, including the advantages and disadvantages of networked computing.

Examples: Client server, peer-to-peer, cloud computing.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Someone Could Listen
URL: https://teachingprivacy.org/module-4-someone-could-listen/
Description:

Unencrypted communication over the Internet works a lot like sending a postcard: it can be read by anybody along the delivery route. Communication is routed through intermediary computers and systems, which are connected to many more computers and systems. Encryption, or encoding information so it appears scrambled to anyone who doesn’t know the key, is a way to wrap a postcard in an envelope. While it can never be 100% secure, stronger encryption makes it harder for people to get to the contents.

The lesson elements in this module teach students about the privacy principle “Communication over a network, unless strongly encrypted, is never just between two parties”. They are designed to be independent and flexible, so you can incorporate them into any size lesson plan. Student resources are available at https://teachingprivacy.org/someone-could-listen/

Summary of Learning Objectives: Students can articulate how the multi-step, multi-party pathways of networked communication affect users’ privacy; students can identify and use more secure communication options.

Target Age: High school, college undergraduate.

Learning Objectives: 

  1. Students can describe how intermediary devices, and the services that provide them, are involved in transmitting information from point A to point B on the Internet.
  2. Students can explain how the interconnected, many-layered structure of the Internet affects the security and privacy of online communication.
  3. Students can identify the difference between a private network and a shared network and can describe some of the potential risks of using a shared network.
  4. Students can describe how encryption decreases the chances of outside parties infiltrating private communications and accessing private information.
  5. Students can explain why their security depends (in part) on their own decisions and behavior.
  6. Students can give some examples of common encryption protocols, identify what layer of an electronic communication each of those protocols protects, and describe how they would verify that those protocols were being used.


   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[DLIT] (9-12) 18 :
12) Describe how sensitive data can be affected by malware and other attacks.

[DLIT] (9-12) 25 :
19) Prove that digital identity is a reflection of persistent, publicly available artifacts.

[DLIT] (9-12) 26 :
20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Sharing Releases Control
URL: https://teachingprivacy.org/module-5-sharing-releases-control/
Description:

Any time you interact online, that information is recorded in the network. And, as with in-person communication, once you’ve shared something, you can’t control what happens to it — or how people will interpret it. Other people can repost or forward content to any audience without your permission, websites can sell information to other businesses, and data can be legally subpoenaed. Websites and search engines automatically pick up and duplicate content, making it impossible to “unshare” — the Internet never forgets!

The lesson elements in this module teach students about the privacy principle “Sharing information over a network means you give up control over that information — forever”. They are designed to be independent and flexible, so you can incorporate them into any size lesson plan. Student resources are available at https://teachingprivacy.org/sharing-releases-control/

Summary of Learning Objectives: Students can enumerate ways their information may be recorded, re-shared, and reinterpreted once it is online; students can use privacy settings and imaginative self-inquiry to limit potentially harmful sharing.

Target Age: High school, college undergraduate.

Learning Objectives: 

  1. Students can explain that once any type of content is shared online, it can be instantly available to anyone. As a result, students can make more informed decisions about the type of content they choose to share.
  2. Students can list examples and elaborate on ways in which shared content may be stored online forever, disseminated, and potentially used to harm them.
  3. Students can list some factors that might lead to an online communication being misinterpreted.
  4. Before sharing a piece of information online, students can imagine potential negative consequences of that information becoming public knowledge.
  5. Students are aware of privacy settings, can explain what they do, and can apply these skills to aid them in better controlling what information they release and to whom.
  6. Students are able to articulate how their behavior significantly affects the privacy of others, and can apply this knowledge by asking others about unspoken sharing preferences.


   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[DLIT] (9-12) 26 :
20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Online Is Real
URL: https://teachingprivacy.org/module-7-online-is-real/
Description:

Your online activities and communications are as much a part of your life as your offline activities and communications; they are interconnected and can affect your life and relationships in the same way.

The lesson elements in this module teach students about the privacy principle: “The online world is inseparable from the ‘real’ world”. They are designed to be independent and flexible, so you can incorporate them into any size lesson plan. Student resources are available at https://teachingprivacy.org/online-is-real/

Summary of Learning Objectives: Students can give examples of how online and offline activities affect each other; students can think imaginatively about the potential consequences of their posts for themselves and others.

Target Age: High school, college undergraduate.

Learning Objectives:

  1. Students can critically examine the relationship between online and offline activities. They can outline example scenarios in which information originating online could affect their offline interactions and vice versa.
  2. Students can explain how their online presence (both their intentional posts and other parts of their information footprint) might have a larger audience than that of which they are aware, and give examples of who might be in that larger audience.
  3. Students can identify privacy settings on a particular app or site they use regularly and edit their settings according to their preferences.
  4. Students can explain how interacting with privacy settings allows them to minimize who can see their personal information and posts.
  5. Students reflect on the content that they choose to post, and can discuss the impact a post might have, or the reaction it might evoke, in a greater offline audience — not just within their circle of friends or followers.
  6. Students can describe how they might approach a friend or family member to discuss privacy preferences.


   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[DLIT] (9-12) 18 :
12) Describe how sensitive data can be affected by malware and other attacks.

[DLIT] (9-12) 20 :
14) Compare ways to protect devices, software, and data.

[DLIT] (9-12) 22 :
16) Identify laws regarding the use of technology and their consequences and implications.

Examples: Unmanned vehicles, net neutrality/common carriers, hacking, intellectual property, piracy, plagiarism.

[DLIT] (9-12) 23 :
17) Discuss the ethical ramifications of malicious hacking and its impact on society.

Examples: Dissemination of privileged information, ransomware.

[DLIT] (9-12) 26 :
20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Identity Isn’t Guaranteed
URL: https://teachingprivacy.org/module-8-identity-isnt-guaranteed/
Description:

Creating an identity on the Internet or impersonating somebody else is often just a matter of a few clicks. Currently, there is no foolproof way to match a real person with their online identity. This means that you can never be sure with whom you are communicating and that someone could steal your online identity and impersonate you!

The lesson elements in this module teach students about the privacy principle: “Identity is not guaranteed on the Internet”. They are designed to be independent and flexible, so you can incorporate them into any size lesson plan. Student resources are available at https://teachingprivacy.org/identity-isnt-guaranteed/.

Summary of Learning Objectives: Students can explain why it is difficult to be sure who one is communicating with online; students can investigate and evaluate the legitimacy of services that want their personal information.

Target Age: High school, college undergraduate.

Learning Objectives: 

  1. Students can give examples of potential consequences of disclosing information online if the entity they’re sharing it with isn’t who they say they are.
  2. Students can give examples of “weak points” that might allow someone to steal their identity, and examples of what that person could do with the stolen identity to compromise their privacy.
  3. Students can explain how “phishing” works, and describe how they should respond to messages they suspect of phishing.
  4. Students can give examples of methods they could use to verify someone’s identity online and can explain the shortcomings of those methods.
  5. Students can give examples of methods they could use to verify the authenticity of apps, sites, and services that request their personal information, and can explain the shortcomings of those methods.
  6. Students can describe some of the basic precautions they can take to keep their accounts secure from hackers and identity thieves.


   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[DLIT] (9-12) 20 :
14) Compare ways to protect devices, software, and data.

[DLIT] (9-12) 26 :
20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: You Can’t Escape
URL: https://teachingprivacy.org/module-9-you-cant-escape/
Description:

Even if you’re not actively using the Internet, someone else may be sharing information about you — intentionally or unintentionally. So, avoiding the Internet does not guarantee privacy.

The lesson elements in this module teach students about the privacy principle: “You can’t avoid having an information footprint by not going online”. They are designed to be independent and flexible, so you can incorporate them into any size lesson plan. Student resources are available at https://teachingprivacy.org/you-cant-escape/

Summary of Learning Objectives: Students can enumerate ways their offline activities generate data that is stored and shared online; students can communicate effectively with others about everyone’s information-sharing preferences.

Target Age: High school, college undergraduate.

Learning Objectives:

  1. Students can explain why abstaining from online activities is not an effective strategy for maintaining online privacy.
  2. Students can give examples of how someone’s information footprint could be impacted by the online activities of others, including how information about someone’s offline activities might end up online.
  3. Students can give examples of ways that information in someone’s digital footprint that was not created by them could still be used against them.
  4. Students can describe how they would apply privacy tools provided on social networking sites to minimize unwanted posts by others about their activities.
  5. Students can investigate what information is being shared about them online by devices and services they use and organizations they participate in, and use privacy settings or opt-out mechanisms to limit that sharing.
  6. Students can describe how they would approach discussing their privacy preferences with their friends and family to minimize unwanted information-sharing.


   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[DLIT] (9-12) 26 :
20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Privacy Requires Work
URL: https://teachingprivacy.org/module-10-privacy-requires-work/
Description:

Most Internet technology is not designed to protect the privacy of those who use it; in fact, most technology providers make money by leveraging your private information. “Privacy policies” are generally written to protect those providers from lawsuits, not to protect users’ privacy. Laws and regulations cover only certain aspects of privacy and vary from place to place — and enforcement is even more varied. So, like it or not, your privacy is your own responsibility and requires your constant attention.

The lesson elements in this module teach students about the privacy principle: “Only you have an interest in maintaining your privacy”. They are designed to be independent and flexible, so you can incorporate them into any size lesson plan. Student resources are available at https://teachingprivacy.org/privacy-requires-work/. 

Summary of Learning Objectives: Students can articulate why technology design, laws, and business policies do not inherently protect their privacy; students have the capacity to acquire new privacy-management skills as technology and policies change.

Target Age: High school, college undergraduate.

Learning Objectives:

  1. Students can describe the user’s personal role in protecting their own online privacy.
  2. Students can explain the purpose of a privacy policy.
  3. Students can describe some of the limitations of privacy policies.
  4. Students can describe some limitations of the laws protecting privacy.
  5. Students can explain why it is important to periodically check privacy settings.
  6. Students can give examples of effective actions they can take towards improving online privacy protections in general, including actions that can affect business practices and government regulations.


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

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (8 - 12)
Title: The Daily Dilemma: Peter and Bridget
URL: https://www.goodcharacter.com/dilemma21/
Description:

This site is a case study in which students are invited to share (through writing or discussion) their opinions about how a situation should be handled. This case study is related to the personal safe use of digital devices.

This case study goes as follows:

Peter’s longtime close friend, Bridget, is wrapped up in an online relationship with some older guy on MySpace, a social networking website. Peter senses danger, but Bridget resents his warnings and wants him to butt out. What can he do without risking their friendship?



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

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (7 - 12)
Title: The Ten Commandments of Computer Ethics
URL: https://www.youtube.com/watch?v=Nt36F-1fd6U&feature=youtu.be
Description:

This video explains ten commandments of computer ethics. Students will learn the thou shalt NOTS of computer practices. The wording is more appropriate for high school students, but can easily be used with middle school students, especially with class discussion. 



   View Standards     Standard(s): [DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 22 :
16) Identify laws regarding the use of technology and their consequences and implications.

Examples: Unmanned vehicles, net neutrality/common carriers, hacking, intellectual property, piracy, plagiarism.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Computer Science Principles Unit 1 Chapter 2 Lesson 8: The Internet Is for Everyone (2018)
URL: https://curriculum.code.org/csp-18/unit1/8/
Description:

This lesson sets the stage for why we want to learn about how the Internet works. First, students share what they currently know about how the Internet works through a KWL activity. Then, students watch a short video that introduces Vint Cerf and the Internet at a high level. Students skim a memo written to the Internet Engineering Task Force (IETF) by Vint Cerf in 2002 entitled “The Internet is for Everyone”, which calls out a series of threats to the prospect that the Internet should be an open, easily and cheaply accessible resource for everyone on the planet. Finally, we foreshadow the practice of PT at the end of the unit. Many of the questions and challenges raised by Vint Cerf still apply today, and students will be asked to research and present on one for the Practice PT.

The purpose of this lesson is to set up and motivate students to be receptive to learning about some of the technical aspects of how the Internet functions. We want the message to be clear that a huge part of being able to solve these problems, or even to function as an informed citizen, is to be educated about how the Internet actually works as a system that is built, engineered, and maintained by people.

It is both interesting and important to know that the protocols or rules by which Internet traffic is governed are not owned or controlled by any government or business (at the moment). It’s a group of well-meaning citizen-engineers dedicated to keeping the Internet free, open and robust for all.

The Internet Engineering Task Force (IETF) is the group of mostly volunteer citizens that proposes and develops all of the standards and protocols that exist on the Internet. Request for Comments (RFC) documents, like the one we use in the lesson, is how these standards and protocols are defined and published for all to see on the IETF website. They are some of the best-written technical documents in existence.

And with a little background in how bits work, what’s necessary for protocols to work when bits are transferred over wires, they are relatively accessible reading. Here’s the full set: https://www.ietf.org/rfc.html. RFC 000 (the first one) is related to what we ask students to do in the next several lessons.

Students will be able to:
- connect a personal experience to one challenge related to the idea that "The Internet is for Everyone".
- cite one example of how computing has a global effect -- both beneficial and harmful -- on people and society.
- explain that the Internet is a distributed global system that works on shared and open protocols.

Note: You will need to create a free account on code.org before you can view this resource.



ALEX Classroom Resources: 16

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