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2018 Digital Literacy Semester 2

DDSD Google Login
StudentVUE District URL: https://student.cascadetech.org/ddsd40/
How to turn in assignments...

If you ever get 1 point on an assignment, it is probably because you did not share it properly and I cannot view it

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

Example:
Mr. Costello,
I just wanted to let you know I turned in the __________ assignment late. I apologize for being a slacker, 
and not getting it done on time :)

link to document

Thanks,
Joe Student



I will not accept any late work after June 1st!!!

Advanced Typing DUE May 30-31st

May 23-24: Shmoop Day 3 (Passwords)
May 25-29: Google Search Blog/Fake News
May 30-31: Start Education Plan
NO LATE WORK AFTER JUNE 1st!!!
June 1-4: Finish Ed Plan/Profile & Day 1 Final work
June 5-6: Day 2 Final work
June 7-8: Day 3 Final work
June 11-12: Day 1 Presentations
June 13-15: Finals - Day 2 Presentations

June 7-8th

posted Jun 7, 2018, 7:31 AM by Mike Costello   [ updated Jun 7, 2018, 1:20 PM ]

End Of Year Survey

Last workday for Finals!

-Add Slide Notes to every slide
    -Stories
    -Depth
    -Add to slides
*If you only read what is on the slides, you will not receive an A

Presentation Order
    -Presentations will be done randomly by 
    -If you do not go when your name is called, it will be considered a 0 (zero) unless you make it 
    up on Friday, June 15th between 12-2:30.

Turn in Final Presentation HERE

June 5-6th

posted Jun 5, 2018, 7:11 AM by Mike Costello   [ updated Jun 5, 2018, 10:04 AM ]

Day 2 Final Work Day

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:

    -Ideal 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
Tools to help:
College Planning by Grade

List of Clubs in your Planner (click to make bigger)
https://sites.google.com/a/mrcostello.net/www/Home/sem-1-dig-lit-2017/january9th-10th/IMG_2399.jpg?attredirects=0

Due NEXT CLASS

Goal today=Finish Junior year
Pictures?
Bullet Points?
Capitalization?

Grade Change (Approx.)
50/50 or 0/50
A- Up 2%, Down 19%
B- Up 3%, Down 16%
C- Up 5%, Down 13%
D- Up 8%, Down 11%
F- Up 9%, Down 10%

June 1st-4th

posted May 31, 2018, 9:58 PM by Mike Costello   [ updated Jun 1, 2018, 9:00 AM ]

New Blog Post
Open up your chosen careers "Helpful HS Courses"
-Go to: OregonCIS (Login: ddouglas / Password: ddhs)


Look through the Curriculum Guide and pick 3 classes and list any "prerequisites" for each year that will help you towards your Career 
-Use David Douglas Classes!!!!
-"Ctrl+F" to search
    -EX: computers, psychology, biology, science

Sophomore Year
ClassPrerequisites
-Business Management -Intro to Business
-English 2     -English 1
  


Junior Year
Class                            Prerequisites
-Theatre 1                      -None
-English 3                      -None
-Theatre 2                      -Theatre 1

Senior Year



Finish Education Plan





FINAL Introduction!!!
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:

    -Ideal 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
Tools to help:
College Planning by Grade

List of Clubs in your Planner (click to make bigger)
https://sites.google.com/a/mrcostello.net/www/Home/sem-1-dig-lit-2017/january9th-10th/IMG_2399.jpg?attredirects=0

Final Example 1:
-This example would probably score a B/C, too many pictures and did not list their ideal/backup career on every slide when listing HS classes.
-Too many pictures, and some of the font is not >18
-Didn't capitalize properly
    -First words on - or bullet points are capitalized

Google Presentation


Final Example 2:
    -Probably an A on the assignment
        -Although font is hard to read

Google Presentation


June 1-4: Finish Ed Plan/Profile & Day 1 Final work
June 5-6: Day 2 Final work
June 7-8: Day 3 Final work
June 11-12: Day 1 Presentations
June 13-15: Finals - Day 2 Presentations

May 30th-June 1st

posted May 29, 2018, 2:36 PM by Mike Costello   [ updated May 30, 2018, 7:25 AM ]

www.typing.com
-20 min
-Advanced Lessons!!!

TYPING TEST - 3 min
    -First one: No Cover
    -Second one: Cover/Towel

ADVANCED LESSONS DUE TODAY!

NO LATE WORK ACCEPTED AFTER FRIDAY

Change font for answers
Finish:
    -Personal
    -Learning Plan
        -Click on the Curriculum Guide Link for class information
        -Use CTRL-F to find classes
    -Freshman Reflection

May 25-29th

posted May 25, 2018, 7:28 AM by Mike Costello   [ updated May 25, 2018, 8:31 AM ]

New BLOG Post

https://www.wsj.com/articles/most-students-dont-know-when-news-is-fake-stanford-study-finds-1479752576

Answer COMPLETELY

What is “Fake News”?

Why was the survey important?

How much news do students get from social media?

What is some of the advice given?


Open a new Google Doc titled “Fake News”


Step 1 (5 min)

Write down the Essential question

Answer completely in 4-6 sentences

How can you be sure that the news you consume is true?

Step 2 (5 min)

Warm up questions (before watching the video)

  1. Where do you get your news?

  2. If you say social media, can you name the specific news sources where the majority of information you read comes from?

  3. Why is there growing concern surrounding fake news sites?

Step 3 (15 min)

Watch How online hoaxes, fake news played a role in the election http://www.pbs.org/video/2365894302/


Answer in complete sentences:

  1. Do you agree with President Obama’s statement that it is problematic if people can’t distinguish between real news and propaganda? Explain.

  2. How do you think fake news could influence individuals’ beliefs or even presidential elections?

  3. Do you think tech giants like Google and Facebook deserve to be criticized over whether they used insufficient discretion in weeding out fake news?

  4. What should these companies do about fake news sites?

Step 4 (20 min)

Visit snopes.com

Find 3 of the craziest stories you can

-Quick Summary (2-3 Sentences)

-Is it True/Not True? (2-3 Sentences)

-How did they know?


Turn in HERE


End of year!

posted May 23, 2018, 8:26 AM by Mike Costello

May 23-24: Shmoop Day 3 (Passwords)
May 25-29: Google Search Blog/Fake News
May 30-31: Start Education Plan
NO LATE WORK AFTER JUNE 1st!!!
June 1-4: Finish Ed Plan/Profile & Day 1 Final work
June 5-6: Day 2 Final work
June 7-8: Day 3 Final work
June 11-12: Day 1 Presentations
June 13-15: Finals - Day 2 Presentations

May 22nd-23rd

posted May 22, 2018, 7:21 AM by Mike Costello   [ updated May 24, 2018, 8:01 AM by Mike Costello ]

www.typing.com
-20 min
-Advanced Lessons!!!


Finish "Shmoop Day 2"

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. The 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 2 Here
Make sure document can be seen "Anyone at David Douglas"
-Share
-More-> "Anyone at David Douglas can view"



Open a new GoogleDoc and title it "Shmoop Day 3"
(In Header)
-Name
-Period #


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?

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?

YouTube Video

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.

How Long Will It Take To Hack My Password?

How Big Is Your Password?

How Strong Is Your Password?

Check HERE (Change the year born-2020)


Have I been Pwned?


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?


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

Come up with at least 5 tips

YouTube Video


Most Common Internet Passwords



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"

May 17-18th

posted May 17, 2018, 7:18 AM by Mike Costello   [ updated May 17, 2018, 10:46 AM ]

Blog Post #18 Social Media Anxiety 

Read short Article Here

1. What is the definition of Anxiety (Look it up)?

2. Describe what the phrase compare and despair means 3-4 Sent

3. Why are people afraid of missing out? Why do people feel the need to post what they are doing? Are they bragging / or just letting people know?

4. Studies have shown that social media is addicting.  What do you think people are addicted to? 
        3-4 Sent

B-Day
Finish Digital Dossier from last class

Turn in Shmoop Day 2


1. Social media is relatively new but exploded on the scene and seems to be here to stay.  Facebook went public in 2012 (Investment) and is now one of the largest companies in the world.  
What do you think makes Social media so popular?  4-6 sent. 
Timestamp 2-3 Min 

2. How are Social Media websites making money?  
Remember all of these social media websites are FREE to use but the companies are worth lots of money how is that? 4-6 sent. 

3. Why do people feel the need to compare likes?  
Why are some people excited about getting views or likes? 
Have you ever thought like this before or had friends that have?
Explain why you think that is 3-5 Sent.  
Timestamp 5 Min

4. How are Companies using Social media to get free marketing?  
Have you participated in something like this before? 
Ex.  Share this post and get a 20% coupon code or have a chance to win in a drawing? 
Timestamp 7 min

5. Why are "Likes" worth money?  
Timestamp 13-15 Min

6. Why are Brands and companies getting involved in youtube videos?  
They are giving items for free or for review to get publicity, why would a take these products?  
What are the brands hoping to get out of it? 3-5 Sent 
Timestamp 20 Min

7. Social media is driven by views and likes, If you have an account is it more important to post things that you enjoy or things that others will LIKE and view.  
What issues can this cause with your account / your attitude / your identity? 4-8 sent 
Timestamp 24 Min

8. Why is social media information so valuable? What makes it different/unique  3-6 Sent.  
Timestamp 30 Min

9. Why is the Teenage demographic worth the most money?  
Do you think that has a correlation in the value or social media websites? 3-5 Sent

10. Dani (Middle school girl) has started a youtube / Instagram and is searching for likes. Why did she start doing more than just singing on her youtube channel? 
Do you think she will regret making any of her videos later? 4-6 Sent 
Timestamp 48 Min

May 15-16th

posted May 15, 2018, 7:21 AM by Mike Costello   [ updated May 16, 2018, 11:18 AM ]

typing.com (20 min)
-ADVANCED Lessons

Cailyn, Jack, Kelly, Eric, Victoria, Andrew, Trefor, Rose, David, Kelli
Jovanny, Alyson, Rufina, Coleton, Albert, Tatyana, Daisy, Joshua, Sophia

SHMOOP Day #2 – Using Internet Browsers and Email Activity: 

Browser Basics: The Places You'll "Go" and the Pop-Ups You'll Block

Instructions

Objective: Students brainstorm different browsers and learn the basics of using a browser and the features it has to offer. Students also learn how to block pop-ups ads.

Materials Needed: 

  • Computers with Internet access
  • "Anatomy of a Browser" JPG – Open Google Doc | Insert provided JPG | Insert Text Boxes for your answer

Step 1 (2-3 mins):  Class Discussion – definition of a Web browser and examples

Step 3 (10-15 mins):  Basics of browser "anatomy".  Open a Google Doc – Insert the two JPG’s of "Anatomy of a Browser" as DRAWINGS– Insert Text Boxes for your Answers 

ID the following:
-Home Button
-Address Box
-Search Box
-Bookmark this page
-Google Apps
-Refresh button
-New Tab
-Downloads (NOT Chrome)
-Bookmark Toolbar (NOT Firefox)
-Back/Forward Buttons

Class discussion of the features of a browser.  Volunteers to describe each feature, including the symbol that identifies it (all students can follow along) and what the feature is used for. 

Save document as: Per#_First Last_SHMOOP

Standards Met

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

Open a GoogleDoc and INSERT the IMAGES below into a Drawing:
Insert->Drawing
Picture->By URL
Line (Arrows)
Text Box

Anatomy of a Browser 1-Firefox



Anatomy of a Browser 2-Chrome
https://sites.google.com/a/mrcostello.net/www/s2-dig-lit-2016/may2nd-3rd/Chrome%20Browser.png?attredirects=0



Insert TEXT BOX to Identify the different parts of both Chrome and Firefox

SHMOOP #3 – Internet Privacy and Security Activity: Without A (Big) Trace: Managing Your Digital Footprint

Instructions

Objective: Students scatter e-tracks online every day – big and small, positive and inappropriate, those that reach a few friends and others that hit hundreds or more viewers. Students may not be aware of all the information that companies collect about them and use. In this activity, students play investigator and assess their online activities and the kinds of digital tracks that they are leaving online. Students consider the implications of their "digital tattoos" and do action research to piece together the footprints that they've left behind – deliberately or not – on the information super freeway.

Materials Needed: 

  • Computers with Internet access

Step 1 (5 mins):  Class watch a quick video introducing the concept of a digital footprint.

Class Discussion:  

  1. Have you ever considered that everything you do online might be seen by others?

  2. What websites do you like to go on, and what do you do on them? What websites do you have usernames for?

  3. With all the things you've posted on the Internet already, is there anything you wouldn't like the whole world to be able to see?

Step 2 (5 mins):  Class watch a video of digital footprint non-taxicab confessions (created by the Digital Tattoo Project) and class discussion to answer the following questions:

  1. What types of information do the first three or four individuals in the video think is out there about them on the Internet? Is it appropriate? Do you think they all feel good about it? Why or why not? 

  2. What info do you think is out there about you online? Do you feel good about what's out there? Why or why not? 

  3. When it comes to the Internet, is it helpful or harmful to have a common name that a lot of other people also have?

Step 3 (15 mins): According to the website, a digital tattoo is "your digital identity. Just like a tattoo, your digital reputation is an expression of yourself. It is formed and added to by you and others over time."  Follow instructions on the left-hand side of the websites and search for your names (first and last together possibly in quotation marks) on the following websites:


Search for yourself and Parents/Adults in your life:


In addition, search for yourself on:

Take notes on all the information you are able to find out about yourself. At half time, search the Web for someone else and record all the information that you find out about them.

Step 4 (5 mins):  Class discussion on the following questions:

  1. So tell me some of the things that you found out about yourself or the adults in your life. Did any of them surprise you? Are you surprised to find that information about yourself publicly available? 

  2. Were you alarmed by anything that you found about themselves/others online? If so, can you think of what action, if any, you might take about this to have the information removed? 

  3. Did you find out anything surprising about your family?

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?

Standards Met

  • Common Core Standards: ELA 6-8th Grade Standards: Reading 1; Reading for Informational Text 1, 4; Writing 2d, 3d, 5, 6, 8; Speaking and Listening 1bcd, 2.

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


Turn in Shmoop Day 2 Here
Make sure document can be seen "Anyone at David Douglas"
-Share
-More-> "Anyone at David Douglas can view"



YouTube Video


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

May 11th-14th

posted May 11, 2018, 7:23 AM by Mike Costello   [ updated May 11, 2018, 10:07 AM ]

New Blog Post
Read the article about "Geotagging"

-What is Geotagging?
-Why are people worried about it?
-Do you know if your "Location Services" is off/on?
-Is "Location Sharing" a bad idea? Why?
    -In your own opinion


Finish Shmoop Day 1 Cyberbullying

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


Watch the video as a class

-List 5 things that stood out to you

-Do you think this video was a good representation of students your age?

-What is the lesson to be learned?

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