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 Per # -Extra Credit Opportunity: -Join a Team/Club/Activity -No athletics! -Get an Advisor/Coach signature that you participated! -Turn in to Mr. Costello No LaTe WoRk AcCePteD AfTeR MaY 24tH  |
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Digital Literacy Sem 2 2019
Last Finals Workday
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June 5th-10th
Day 2 Final Work Instructions HERE -Finish Intro + 3 subpages Final Scoring Spelling/Grammar/Font Size = 5 points Intro Page = 5 points -Picture -Descriptive answers 3 Layouts = 5 points -At least 3 5 Subpages = 20 points -Answers thought out -Includes “Evidence” where needed Final: 35/230 points Extra Credit Opportunity: -Complete 2 extra subpages -Chance to raise grade 4% (10 points) -Needs to be EXCELLENT or will not count  |
June 3rd-4th
Course Evaluation -Anonymous
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May 30th-31st
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May 28-29th
Final typing test Thursday/Friday CLA'S Day 2
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May 23rd-24th
New Blog Post Read Article -Only read "Explore your interests" Section -Summarize "Learn About Yourself", "Identify Possible Careers" and "Do Your Research" -3 main points (Full sentences) Turn in any missing late work -Open a new Google Presentation -Title it “Career Learning Areas” -Go to Oregon CIS -Login: ddouglas -Password: ddhs -At least 6 Slides Long -Size 18 font -Bullet points (8 words or less) -Max 1 image per slide Slide 1 - Title Slide -Title of assignment -Name, Period, Date Slide 2 - Career Learning Area Overview -Hover over “Education” and select “Career Learning Areas” -Pick a CLA that you are interested in -Summarize the “Overview” in your own words  Slides 3 and 4 - Occupations -Click on “Occupations” from your CLA page -Pick 3-5 jobs that you are interested in -Must pick at least one from each: -No College (On the job training) -Associate’s Degree or Postsecondary Certificate -Bachelor’s Degree+ -Include a quick description of each job (1-2 sentences)  Slides 5 and 6 - Helpful High School Courses -Click on each job you select -Go to “Helpful High School Courses” on the left side of the menu -For each career pick a few courses that are helpful (4+) We will be using these “Helpful High School Courses” in an assignment next class. So be sure to list names and explanations of each. Make sure document can be seen "Anyone at David Douglas" -Share -More-> "Anyone at David Douglas can view" |
May 21st-22nd
New Blog Post - Going Phishing 1. What is Phishing? 3-5 Sent 2. What are 3 targets of Phishing (What are the creators looking to get?) a b c 3. What are two ways to avoid phishing scams a b 4. What are homograph attacks? 3-5 Sent SHMOOP DAY 5 (LAST DAY!) -OPEN A NEW GOOGLE DOC Step 1 (15 mins): "Website Evaluation True or False Quiz." Take the quiz on their own and then “correct” your own quiz, as we discuss the answers as a whole class. INSERT A TABLE 3 cells wide X 12 cells tall
But let me ask you something. Do you guys hear any rumors going around school? Do you believe them all? How do you know whether to believe something that somebody tells you? [Possible answers: hear it from multiple trustworthy friends, see it first-hand, get evidence that it’s true, etc.]You have to approach the information you find on the Internet the same way that you should treat rumors in real life: don’t believe everything you read or hear.
Step 2 (10 mins): Review with students the guidelines outlined for detecting lies online. Hopefully, they will have gathered all of the following tips:
· Copy & paste the following 6 items into your SHMOOP Doc
Step 4 (20 mins): Give students the "Shady or Legit? Web Evaluation Form" handout and ask them to evaluate whether the listed websites seem to deserve an L (for legit) or S (for shady).
Now that we know a little bit about what to look for, let’s use this worksheet to evaluate whether some websites are valid and true or probably not. Insert a table 6 Wide X 11 Tall Answer the questions with more than a yes/no
Step 5 (15 mins): As a class, discuss the websites and how the students determined whether they were shady or legitimate. Which sites deserve the following awards:
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May 17-20th
SHMOOP DAY 4 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 worldwide 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. 1. Explain what hashes are and why they are used (2-4 Sent) 2. How does salt protect your Hash? What would happen if websites did not use salt? (2-4 Sent) 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
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May 15-16th
New Blog "Not Secure" 1. What does it mean when a website is "Not Secure" 2-4 sent 2. What is the benefit of knowing you are on a secure website 1-2 Sent 3. Should you never visit a Not Secure website? 2-4 sent 4. What could be at risk if you are entering information to unsecured websites 2-4 Sent 5. What Privacy issues do Not Secure have when you are searching the web? 2-4 Sent SHMOOP Day Three: Domains 1. What do the following Domains stand for? (Look them up on google) .com = .net = .org = .gov = .edu = .mil = .uk = .us = 2. Rank the domains according to the credibility (What ones are are more controlled / not for $) 3. If you are writing a research paper or trying to convince someone with data/facts what types of websites would have more credibility and explain? why? Can websites with different domains or ones that are low on your list still be good to use and why? (3-5 Sent) Google this "domain credibility" 4. Some of the domains could lose credibility in a variety of ways... How could a .gov/org lose credibility over time? (3-5 Sent) ( Think about why you would stop using a website / If you thought some of the writers/contributors were biased or incorrect) Google this "domain credibility" 5. Find websites that use each domain. (Use google any copy and paste the Link) Ex www.google.com .com .net .org .gov .edu .mil .uk .us Turn in Shmoop Day 3 HereMake sure document can be seen "Anyone at David Douglas" -Share -More-> "Anyone at David Douglas can view" |
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