ALEX Classroom Resources

   View Standards     Standard(s): [SC2015] (2) 6 :

6 ) Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*

[DLIT] (0) 1 :

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

[DLIT] (1) 1 :

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

[DLIT] (2) 1 :

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

[DLIT] (2) 13 :

7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

[DLIT] (3) 1 :

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

[DLIT] (4) 1 :

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

[DLIT] (5) 1 :

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

[DLIT] (6) 1 :

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

[DLIT] (6) 19 :

13) Define personal privacy, digital footprint, and open communication.

Steve Trash teaches kids about science with fun and magic. The show is filmed in Alabama.

What are pollinators? What do they do? And how are they like messy babies? Then, see how every time you do something online you’re creating a digital footprint that can be tracked back to you. Steve Trash explains both with fun and magic.

   View Standards     Standard(s): [DLIT] (4) 1 :

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

[DLIT] (5) 1 :

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

[DLIT] (6) 1 :

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

You know your friends in your neighborhood or at school because you see them almost every day, you play with them, sometimes you are in class with them, you see them at the store, the library, or the playground. On the Internet, there are places where you sometimes meet people you don't know. Stick with what is real; only accept online friends you know in real life. This video can be played during a lesson on identifying, demonstrating, and applying personal safe use of digital devices.

   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.

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.

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.

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.

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] (6) 1 :

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

[DLIT] (6) 29 :

23) Discuss how digital devices may be used to collect, analyze, and present information.

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   View Standards     Standard(s): [DLIT] (6) 1 :

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

[DLIT] (6) 3 :

R3) Assess the validity and identify the purpose of digital content.

[DLIT] (6) 17 :

11) Differentiate between appropriate and inappropriate digital content and the use of that content.

[DLIT] (6) 19 :

13) Define personal privacy, digital footprint, and open communication.

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   View Standards     Standard(s): [DLIT] (6) 1 :

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

[DLIT] (6) 2 :

R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[DLIT] (6) 17 :

11) Differentiate between appropriate and inappropriate digital content and the use of that content.

[DLIT] (7) 1 :

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

[DLIT] (7) 2 :

R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[DLIT] (8) 1 :

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

[DLIT] (8) 2 :

R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

Welcome! There are eight main Quests that are separated into two parts for this Basics adventure and three Gold Quests that are included for those wishing additional resources.

Learning Objectives

When you have completed this activity you will:

• be able to navigate the 21 Things 4 Students website (Knowledge Constructor]
• understand basic technology operations [Empowered Learner]
• understand my school's Acceptable Use of Technology Policy [Digital Citizen]
• know how to improve keyboarding skills [Empowered Learner]
• understand basic email etiquette and safety [Digital Citizen]

   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.

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) 1 :

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

[DLIT] (6) 19 :

13) Define personal privacy, digital footprint, and open communication.

What does it actually mean to "be yourself" or to "be real?" Those are deep thoughts for any middle-schooler. For kids today, these questions matter online, too. Help your students explore why some people create different or alternate personas for themselves online and on social media.

Students will be able to:

• Reflect on the reasons why people might create fake social media accounts.
• Identify the possible results of posting from a fake social media account.
• Debate the benefits and drawbacks of posting from multiple accounts.

Resources available in both English and Spanish.

   View Standards     Standard(s): [DLIT] (6) 1 :

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

[DLIT] (6) 17 :

11) Differentiate between appropriate and inappropriate digital content and the use of that content.

[DLIT] (6) 19 :

13) Define personal privacy, digital footprint, and open communication.

Games, social media, and other online spaces give kids opportunities to meet and chat with others outside the confines of their real-life communities. But how well do kids actually know the people they're meeting and interacting with? Help students consider whom they're talking to and the types of information they're sharing online.

Students will be able to:

• Analyze how well they know the people they interact with online.
• Reflect on what information is safe to share with different types of online friends.
• Learn to recognize red flag feelings and how to respond to them.

Resources available in both English and Spanish.

   View Standards     Standard(s): [DLIT] (3) 1 :

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

[DLIT] (4) 1 :

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

[DLIT] (5) 1 :

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

[DLIT] (6) 1 :

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

[DLIT] (6) 19 :

13) Define personal privacy, digital footprint, and open communication.

Your digital footprint can affect your online reputation for a long time. But kids don't always realize that digital footprints aren't just a personal matter. Show your students how they can contribute to a positive digital reputation, both for themselves and for others.

Students will be able to:
- Define the term "digital footprint" and identify the online activities that contribute to it.
- Identify ways they are -- and are not -- in control of their digital footprint.
- Understand what responsibilities they have for the digital footprints of themselves and others.

Resources available in both English and Spanish.