Homepage‎ > ‎

Digital Literacy Sem 1 2018-19

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
NO LATE WORK ACCEPTED AFTER 12/21!!!!
NO LATE WORK ACCEPTED AFTER 12/21!!!!
NO LATE WORK ACCEPTED AFTER 12/21!!!!
NO LATE WORK ACCEPTED AFTER 12/21!!!!
NO LATE WORK ACCEPTED AFTER 12/21!!!!

-Extra Credit Opportunity:
    -Join a Team/Club/Activity
    -No athletics!
    -Get an Advisor/Coach signature that you participated!
    -Turn in to Mr. Costello

Cell Phones/Headphones will now be taken when seen!

January 22-24th

posted Jan 22, 2019, 7:17 AM by Mike Costello   [ updated Jan 23, 2019, 11:12 AM ]

January 17-18th

posted Jan 17, 2019, 7:11 AM by Mike Costello   [ updated Jan 18, 2019, 2:35 PM ]




Last workday for Finals!
-Senior Year
    -1 Academic
    -1 Extracurricular
-1 year after HS
-10 years after HS
-The End

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

-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
    -If you do not go when your name is called, it will be considered a 0 (zero) unless you make it 
    up on Friday, January 25th.


Turn in Final Presentation HERE

January 15-16th

posted Jan 15, 2019, 7:15 AM by Mike Costello   [ updated Jan 22, 2019, 9:08 AM ]

Room 171 2:35 Link Crew Study Session
    -Come get help with FINALS
    -Chromebooks
    -Bus at 4:30



Typing Web - 25 min
-Click on 
-ADVANCED LESSONS




Last workday for Finals!
-Senior Year
    -1 Academic
    -1 Extracurricular
-1 year after HS
-10 years after HS
-The End

-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
    -If you do not go when your name is called, it will be considered a 0 (zero) unless you make it 
    up on Friday, January 25th.


Turn in Final Presentation 


January 11-14th

posted Jan 11, 2019, 7:21 AM by Mike Costello   [ updated Jan 16, 2019, 1:58 PM ]

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

Copy/Paste into your blog




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


FINAL Work!!!
Digital Literacy Final at least 14 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:
Curriculum Guide (new link) USE THIS TODAY!!!
College Planning by Grade

List of Clubs in your Planner Page 17 (click to make bigger)
Activity List (SUN/School)


Today: 6 slides
Freshman-Sophomore-Junior Year
-1 slide Academics 2 CLASSES listed (How it helps support your career goal)
        -Ideal Career listed on every slide
-1 slide Extra Curricular Activities (2 listed)
        -Clubs, Sports, Sun, Activities

January 9-10th

posted Jan 9, 2019, 7:55 AM by Mike Costello   [ updated Jan 9, 2019, 10:36 AM ]

New Blog Post

-Go to: OregonCIS (Login: ddouglas / Password: ddhs)

-Find 3 jobs that interest you
-Copy/Past the "Preparation" information
    Ex: Agents and Business Manager
            An agent or business manager typically needs to:
      • have a high school diploma or equivalent
      • have at least a bachelor's degree
      • have one to five years of related work experience
-File -> Make a copy
-Insert Classes
-Insert Current Grade
-Insert Final worth (15%?)
-See what scores will get you the grade you want


FINAL Introduction!!!
Digital Literacy Final at least 14 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)
Activity List (SUN/School)
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


January 9-10:   Day 1 Final work (Slides 1-3)
January 11-14: Day 2 Final work (Slides 4-9)
January 15-16: Day 3 Final work (Slides 10-14) Presentations Due
January 17-18: Day 1 Presentations
January 22-24: Finals Week- Day 2 Presentations

January 7-8th, 2019

posted Jan 6, 2019, 8:22 PM by Mike Costello   [ updated Jan 8, 2019, 12:24 PM ]

Learning Targets
-Improve typing accuracy/speed
-What is Self Awareness?
    -Why is it important?
    -Dunning Kruger Effect


Typing Web - 25 min
-Click on 
-ADVANCED LESSONS

Advanced Lessons Due JANUARY 16th

Self-Awareness Presentation / Notes

Presentation Here

Google Presentation



Self-awareness Notes Turn in Here



Blog #16? (Dunning Kruger Effect)

DKE Article HERE

Questions
The article is color coded

1. What is the Dunning Kruger Effect? Write a short Summary 3-5 sentences
2  What are 4 causes for the DKE
3. Who is affected by DKE according to the article 3-5 Sentences  
4. How do you overcome DKE 4-6 Sent.

Self Awareness - Gary Vaynerchuck (language)


What 5-digit number has the following features: 
If you place an extra numeral 1 at the beginning, 
you get a number three times smaller 
than if you put that numeral 1 at the end of the number.

Mr. Costello everyday...

posted Dec 18, 2018, 2:17 PM by Mike Costello


December 18-19th

posted Dec 18, 2018, 6:52 AM by Mike Costello   [ updated Dec 21, 2018, 9:42 AM ]

Typing Web - 25 min
-Click on 
-ADVANCED LESSONS

If everyone finishes Shmoop Day 1-2-3=Movie next class
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 #

*Must be SIGNED IN to youtube to view videos!!!
1, 2, 5, 7 and 10

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 3-5 notes

YouTube Video


2018 Most Common Passwords

If you find that your passwords aren’t so unlike the ones included in this year’s list, wyd??? Change your passwords. Here’s the full, eighth annual list:

1. 123456 (Unchanged)

2. password (Unchanged)

3. 123456789 (Up 3)

4. 12345678 (Down 1)

5. 12345 (Unchanged)

6. 111111 (New)

7. 1234567 (Up 1)

8. sunshine (New)

9. qwerty (Down 5)

10. iloveyou (Unchanged)

11. princess (New)

12. admin (Down 1)

13. welcome (Down 1)

14. 666666 (New)

15. abc123 (Unchanged)

16. football (Down 7)

17. 123123 (Unchanged)

18. monkey (Down 5)

19. 654321 (New)

20. !@#$%^&* (New)

21. charlie (New)

22. aa123456 (New)

23. donald (New)

24. password1 (New)

25. qwerty123 (New)


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"

December 14th-17th

posted Dec 14, 2018, 7:46 AM by Mike Costello   [ updated Dec 14, 2018, 8:23 AM ]

Typing Web - 25 min
-Click on 
-ADVANCED LESSONS


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: Shmoop Day 2

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 Day 2 – 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"


December 12-13th

posted Dec 11, 2018, 8:52 PM by Mike Costello   [ updated Dec 14, 2018, 7:17 AM by Mike Costello ]

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

Step 4 (15-20 mins):  Pick one type of Cyberbullying (or tactic, as they're called in the Internet Safety 101 article from Step 1).

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 person creates a "group chat" 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 skit "chat" will be written out on their Shmoop Day 1 Google Doc.



Example: 
Gossip:
1. Student A: Oh my gosh, Joey won’t stop spreading rumors about me online! (Line 1)

2. Student B: What a jerk! What are you going to do to get him to stop? (Line 2)

3. Student A: I think I am going to go talk to my Counselor and see what she says. (Line 3)

4. Student B: Oh that would be a good idea, you can also... (Line 4)

5. Student A: Yeah I could do that, but I don't want him to get in trouble, just to stop (Line 5)

---Student A goes to Counselor
6. Student A; Hey Ms. Williams... (Line 6)

7. Mrs. Williams: blah blah blah (Line 7)


20 Lines of dialogue total!!!


Remember there are many different ways in which cyberbullying can take place and many ways to try and

resolve it if/when it happens.



Step 5
Visit this page or this page that covers A LOT of bullying statistics
-Find 4 statistics that stand out to you
    -Why did it stand out?

Ex:
  • 25% of teens on social media reported having an experience resulting in a face-to-face confrontation with someone.
This stood out to me because...

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


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: Shmoop Day 2

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.

1-10 of 41