2016 Sem 1

David Douglas Student Login
How to turn in assignments...

How to turn in assignments.mp4

If you are turning in late work, you need to turn it in using the original link, then send me an email
mike_costello@ddsd40.org


Turn back the clock PACK THE PLACE basketball game vs Reynolds High School Friday January 20th at the DDHS north gym. The girls varsity starts at 6pm and the boys varsity starts at 7:30.

January 24th-26th

posted Jan 24, 2017, 12:02 PM by Mike Costello   [ updated Jan 24, 2017, 12:28 PM ]

Typing.com (20)

Work time (20)
    -A-Day = Late (70%)
Turn in HS Plan For Success HERE

XC Presentations (20)

Typing/Study time

Rest of the semester

posted Jan 18, 2017, 7:59 AM by Mike Costello   [ updated Jan 20, 2017, 7:34 AM ]

January 18th- B Day Day 1 Final
January 19th- A Day Day 2 Final
January 20th- B Day Day 2 Final

January 23rd- A Day Day 3 Final (Slideshow Due)
January 24th- Finals 2, 3, 4
January 25th- Finals 6, 7, 8
January 26th- Finals 1, 5

I will accept Finals for full credit until the day of your final
after that, you will get docked points 

Turn in HS Plan For Success HERE
Present on Finals Day for EXTRA CREDIT
Advanced Typing Lessons now Due 1/27th
-Makeup time before/after school
-January 27th?

Final worth 60 points

January 10th-11th

posted Jan 10, 2017, 7:21 AM by Mike Costello   [ updated Jan 10, 2017, 1:29 PM ]

Typing - 20 min
Login: lastfirstdd
Password: ID#
Advanced Lessons finished by 1/26 for full credit
-Extra Credit for Practice Lessons


New link to instructions CLICK BELOW!!!
New Instructions CLICK->Digital Literacy Final at least 13 slides long
Digital Literacy Final Rubric
You will be making a Google Presentation that covers the material listed above, in addition we want:
    -Personal Mission Statement (right after Title Slide) (+1 Slide)
    -2 Short Term Goals and 2 Long Term Goals (+2 slides)
    -Ideal Career and Backup Career listed on every slide
    -How Class will support Career on every slide

Use the following tools to find classes/clubs and career info so you can make an informed decision on your classes/clubs/activities going into your Sophomore, Junior and Senior Years

January 6th-9th

posted Jan 6, 2017, 7:07 AM by Mike Costello   [ updated Jan 6, 2017, 8:53 AM ]

Final Blog
New online Smarter Balanced tests: Oregon schools more worried about students' typing skills than Internet connections, computer capacity

READ THE COMMENTS TOO!!! (NEAR THE BOTTOM)

Tell me in 4-5 sentences why the state is concerned about your typing skills, use facts, statistics from the article to help you! 
ex: "At least half of districts said their technology is up to giving every student in grades three through eight plus grade 11 a digitally advanced test in math and in reading and writing"



Intro
Create Folder: "Education Plan & Profile"
Education Plan (today) Answer in complete sentences!
Education Profile (next class)

Tools to help:
List of Clubs in your Planner







Finished?

Typing - 15 min
Advanced Lessons finished by 1/26 for full credit

January 4th/5th

posted Jan 4, 2017, 7:47 AM by Mike Costello   [ updated Jan 5, 2017, 10:26 AM ]

Intro
Create Folder: "Education Plan & Profile"

The rest of the semester...

posted Jan 3, 2017, 9:43 AM by Mike Costello

Finish Cyberbully (1 day)

Personal Education Plan/Profile (1 day)

Final Presentation (3 days)
    -What is your HS Plan?
    -Plan for after HS?

Present (2 days)

Finish Advanced Lessons on typing.com

1 more Blog (20 total)

December 14-15th

posted Dec 14, 2016, 7:27 AM by Mike Costello   [ updated Jan 3, 2017, 9:31 AM ]

Finish SHMOOP Day 3 (20 Min)

LAST STEP
-Pick one of the articles

What Does the Article Say?What does the author Mean?Why does it
Matter?
 According to the author, "




1
 The quote is saying that: This quote is important because it:
 




2
  
 




3
  
 





4
  


Make sure document can be seen "by anyone with the link"
-Share
-More-> "Anyone with the link can view

Cyberbully Movie
-Questions (if absent)

December 12-13th

posted Dec 12, 2016, 7:11 AM by Mike Costello   [ updated Dec 13, 2016, 12:26 PM ]

Typing web - 20 min (advanced)
Finish SHMOOP Day 2

Step 9 (15-20 mins): Students show off what they've learned by creating a Top 10 (or more) list of their own policies for staying safe and secure online. Students should use their own words for this and yes, Internet slang and abbreves are more than okay.

Step 10 (Costello)

Insert an Image as a Drawing and create your own

“Safe Password Meme”

Make sure document can be seen "by anyone with the link"
-Share
-More-> "Anyone with the link can view"

-Open a New Document
-Title it "Shmoop Day 3-Cyberbullying"

Activity: The Golden Rule Goes Online: Preventing and Stopping Cyberbullying

Instructions for You – 75” – Step 4 – Create Guidelines for skits (Turn in script | Quick discussion after each skit)

Objective: Being a member of an online community doesn't just mean understanding what browsers and cookies are and keeping a handle on your private information. Using the Internet comes with certain responsibilities to others, namely, being a cool digital citizen. One of the main parts of being a good digital citizen is having respect for others and shutting down cyberbullying.


In recent years we've seen many examples in the news of the dangers of cyberbullying. Students have skipped a lot of school, suffered serious depression, and even committed suicide, thanks to cyberbullying. Students need to learn about the damage that can be done by bullying or by being a passive bystander. In this activity, students identify what cyberbullying looks like and how to end it.

Length of Lesson: One class session (about an hour)

Materials Needed: 

  • Computers with Internet access

  • Computer headphones for watching online videos (optional)

Step 1 (10 mins):  As a class we will watch the video on this website and then you will independently read the Internet Safety 101 webpage on cyberbullying the website. Afterwards, copy & paste the following questions into a Google Doc you create in your Digital Literacy Folder and name it:  P#_First Last Name_SHMOOP2

  1. What is cyberbullying? 

  2. Have you ever cyberbullied anyone? Has anyone ever cyberbullied you?

  3. Have you ever seen someone else be cyberbullied? Did you do anything to stop it? If not, what could you have done? 

  4. What percentage of teenagers report being cyberbullied in the last year? 

  5. What are the different kinds of cyberbullying listed on the website? What do they each mean? What technology do students use to cyberbully? 

  6. Why can it sometimes be easier to bully people over phones and the Internet than in person? 

  7. In the video, what does the teenage girl say that other people have done when they hacked into her accounts, using her password? 

  8. What does one boy do when he goes into the bathroom, to bully a classmate? What were the consequences? 

  9. What are some things that you and your parents can do to keep track of the information that results from cyberbullying? 

  10. What can students do to get help from cyberbullying?


Step 2 (10 mins):  Watch CNN's report on Hope Witsell's suicide and copy & paste the following questions.

Transition: Now that we know a bit about what cyberbullying is, let's take a look at some of its real-life consequences.

  1. What did Hope send to her boyfriend? 

  2. What did another girl do with what Hope sent? How would you feel if someone did this to you? 

  3. What did Hope's mother warn her about? Why do you think Hope didn't listen?

  4. What did bullies do to Hope? 

  5. Why do you think Hope kept quiet about the bullying?

  6. What did bullies write about Hope in the Shields Middle School Burn Book? Have you ever seen stuff like that online?

  7. How did Hope's friends try to help her? Is there something more they could have done?

  8. Why did Hope commit suicide? 

  9. Do Hope's parents blame her school for her death? Why? 

  10. What did Hope's sister find online after Hope's death? 

  11. Do you know anybody who has ever been cyberbullied like this, or in other ways? If you feel comfortable, share the story. What did you do? If you could go back, what would you do differently?

Step 3 (5 mins):  Go to The Beehive and as a class we will read about the warning signs of cyberbullying and how to stop a cyberbully. There is a video on this page as well, but it's mostly directed at parents.

Discussion:  Using your own words how would you to explain the strategies for dealing with cyberbullies.

Step 4 (15-20 mins):  Break up into small groups of 3, and each group will be assigned one type (or tactic, as they're called in the Internet Safety 101 article from Step 1) of cyberbullying. The types of bullying tactics are listed below. (Students should refer to the Internet Safety 101 article for definitions.)

  • Gossip

  • Exclusion

  • Impersonation

  • Harassment

  • Cyberstalking

  • Flaming

  • Outing and trickery

  • Cyberthreats

Each group creates a skit about the type of bullying, how the victims can get help, and who they can get help from. The skits should each present at least one way to resolve the particular type of cyberbullying.  Each groups’ skit script will be turned in at the end of class.  

Needs to be at least 10 conversation exchanges:

    -Example (1 exchange):

        -Joe Student: "Oh man these kids won't leave me alone online"

        -Mr. Teacher: "What's going on Joe?"


Remember there are many different ways in which cyberbullying can take place and many ways to try and resolve it if/when it happens.

LAST STEP
-Pick one of the articles
    -Read and Summarize in 4 Sentences
    -Find 3 Facts/Statistics
    -2 ways it relates to you
    -1 way you can help stop CYBERBULLYING

Make sure document can be seen "by anyone with the link"
-Share
-More-> "Anyone with the link can view

Standards Met

  • Common Core Standards: ELA 6-8th Grade Standards: Reading 1, 2; Reading for Informational Text 1, 2, 4; Writing 2d, 3d, 6, 8; Speaking and Listening 1bcd, 2.

  • 21st Century Skills: Information, Media, and Technology Skills: Access and Evaluate Information, Analyze Media, Create Media Products, Apply Technology Effectively; Life and Career Skills: Interact Effectively with Others, Work Effectively in Diverse Teams.

Internet Safety Rules

posted Dec 7, 2016, 11:33 AM by Mike Costello   [ updated Dec 7, 2016, 11:33 AM ]


December 6-7th

posted Dec 6, 2016, 7:12 AM by Mike Costello   [ updated Dec 6, 2016, 1:08 PM ]

www.typing.com
-20 min
-Finish Intermediate Lessons!!!
    -Due 12/9

Finish Day 1 Step 5

Step 5 (10 mins):  Copy & paste the following questions into a Google Doc and answer the questions in complete sentences, restating the question in your answers.  Class watches "Digital Dossier"  

  1. What is a digital dossier? 

  2. When does it start? 

  3. What is the first ever part of Andy's digital dossier? 

  4. When Andy is born, what information does his digital bracelet have? 

  5. When Andy goes on Neopets, what information does he provide about himself? 

  6. What information does Andy post on Facebook? What does Facebook do with this information? 

  7. What does Google do with the searches that Andy performs? 

  8. What happens when Andy buys something from Amazon? 

  9. What does Andy's cell phone GPS do? 

  10. What happens when Andy gets married? 

  11. What will happen to Andy's dossier when he dies? 

  12. Think about what you found out about yourself in our previous activity. What does your digital dossier say about you?

Turn in Shmoop Day 1 Here
Make sure document can be seen "by anyone with the link"
-Share
-More-> "Anyone with the link can view"


SHMOOP Day 2

Internet Privacy and Security Activity: Keeping It Real (Secret): Creating Strong Passwords and Avoiding Tricks

Objective: Students have a sense that digital information is not private, but managing personal information on the world wide wacky web is not nearly as totes obvi as students might think. In this activity, students get a crash course on all the basics (and a few not-so-basics) about keeping their private info under wraps. After all, friends don't let friends e-cruise confused. Students learn how to create strong account passwords, avoid malware, manage their browser history, and check for secure sites. Students will develop their own list of policies to stay safe and secure online.

Materials Needed: 

  • Computers with Internet access
  • Computer headphones for watching online videos (optional)

Step 1 (5 mins): Remind students that the first and most important gatekeepers to their personal information online are passwords. Students control their own passwords and so have the power to create a strong wall of protection around their personal information.

Students: Watch the "Passwords 101" video on YouTube and answer the following questions:

  1. What are some examples of bad passwords? Are any of your personal passwords weak like these?
  2. Why are these passwords unsafe? Why are they easy to hack? 
  3. Based on this video, do you think any of your personal passwords are strong?

Passwords 101


Step 2 (5 mins): After watching the video, CLASS DISCUSSION of what NOT to do when creating a password.

DON’TS

-

-

-

-

Now move on to brainstorming the characteristics of good passwords. Possible answers:

DO'S

 

 

 

 

Step 3 (5 mins): Discuss ways to protect their passwords from others. Possible answers:

  • Don't ever write down your password.
  • Never ever ever text or email your password, since then anyone who breaks into your phone or laptop can steal your password.
  • Don't tell anyone your password. 
  • Variety is the spice of life: don't use the same password for everything
  • Don't let public computers remember your passwords or usernames. (We're not suggesting your local librarian is an identity thief, but you have to be careful.)

Step 4 (5 mins): Students, use the criteria you came up with for good and bad passwords to create a list of 5-10 bad (or weak) passwords, ones that are easy to guess. Students do this activity in your own GoogleDoc, you can work alone, or in partners. Then each student comes up with one good password that he/she keeps private. 

BAD

1.

2.

3.

4.

5.

GOOD

1. 

Sample tip: One great idea for creating a really hard-to-guess password is to use the first letters from the words of a line from your favorite song. For example, take Lady Gaga's "Born This Way." The line "I'm beautiful in my way" would give you "IBIMW" and then you can combine that with other numbers, letters, and symbols. Just make sure you can remember your own password – and that you're not humming your favorite song at your desk all day. Hummers, beware. Now you try using this to create a good password: what would your secret tune be?

Step 5 (5 mins): Time for the moment of truth. Direct students to the Password Meter site to test how tough their passwords are. If their passwords are weak, they should keep trying new possibilities until they settle on a good one.

Remind students to not share the wealth of their private info, because anyone can use it to steal from them, impersonate them, or even worse. Dun dun dun. And no, we're not being drama queens here.

Step 6 (5 mins): Remind students that they should always sign out and/or log off when they leave a computer or email program.

Why?

Step 7 (5 mins): Explain to students that even if they're super careful with their passwords, there are always viruses lurking in the background that can compromise their online security.

Sample explanation: Viruses and other evil computer problems are called by a million dollar word: malware. Anyone have any idea what mal means? [Students may know that "mal" means bad in Spanish and a lot of other languages too.] That's right, viruses are bad news. If they sneak into your computer, they use and abuse your files and information. They can delete your diary entries and even software, which then costs money to replace. They can also steal all that personal information that you've worked so hard to keep private.

Watch: Viruses, Worms and Trojans…Oh my! an animated video on YouTube that explains how these cyber bad guys work. Afterwards, answer the following questions:

  1. What is malware, and what can malware be used to do? 
  2. How do Trojans trick users into downloading them? Do you think you've ever come across a Trojan?
  3. What's the scariest thing you learned about malware from this video?

Viruses, Worms and Trojans...Oh my!


Step 8 (5-10 mins): Class discussion about some ways to avoid malware.

Come up with at least 5 tips

Step 9 (15-20 mins): Students show off what they've learned by creating a Top 10 (or more) list of their own policies for staying safe and secure online. Students should use their own words for this and yes, Internet slang and abbreves are more than okay.

Step 10 (Costello)

Insert an Image as a Drawing and create your own

“Safe Password Meme”

Standards Met

  • Common Core Standards: ELA 6-8th Grade Standards: Reading 1; Reading for Informational Text 1, 4; Writing 2d, 3d, 8; Speaking and Listening 1bcd, 2.
  • 21st Century Skills: Information, Media, and Technology Skills: Access and Evaluate Information, Use and Manage Information, Apply Technology Effectively; Life and Career Skills: Interact Effectively with Others, Work Effectively in Diverse Teams.

Make sure document can be seen "by anyone with the link"
-Share
-More-> "Anyone with the link can view"

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