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
-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!  |
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Digital Literacy Sem 1 2018-19
January 22-24th
January 17-18th
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
Room 171 2:35 Link Crew Study Session -Come get help with FINALS -Chromebooks -Bus at 4:30 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
New Blog Post Open up your chosen careers "Helpful HS Courses" 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
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 RubricYou 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 GradeList 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
New Blog Post -Copy/Past the "Preparation" information Ex: Agents and Business Manager An agent or business manager typically needs to:
-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 RubricYou 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 GradeList of Clubs in your Planner (click to make bigger) Activity List (SUN/School)  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 Final Example 2: -Probably an A on the assignment -Although font is hard to read 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
Learning Targets -Improve typing accuracy/speed -What is Self Awareness? -Why is it important? Advanced Lessons Due JANUARY 16th Self-Awareness Presentation / Notes Presentation Here Self-awareness Notes Turn in Here Blog #16? (Dunning Kruger Effect) DKE Article HERE Questions The article is color coded 2 What are 4 causes for the DKE 4. How do you overcome DKE 4-6 Sent. 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. |
December 18-19th
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"
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:
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:
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:
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. How Long Will It Take To Hack My Password? Check HERE (Change the year born-2020) 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:
Step 8 (5-10 mins): Class discussion about some ways to avoid malware. Come up with at least 3-5 notes 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:
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
Make sure document can be seen "by anyone with the link" -Share -More-> "Anyone with the link can view" |
December 14th-17th
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December 12-13th
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.)
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!!! resolve it if/when it happens. Step 5 -Find 4 statistics that stand out to you -Why did it stand out? Ex:
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 BlockInstructionsObjective: 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:
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 -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. Standards Met
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   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 FootprintInstructionsObjective: 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:
Step 1 (5 mins): Class watch a quick video introducing the concept of a digital footprint. Class Discussion:
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:
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:
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"
Standards Met
Turn in Shmoop Day 2 Here Make sure document can be seen "Anyone at David Douglas" -Share -More-> "Anyone at David Douglas can view"
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