Students will be directed to an informational article and/or video on different content areas & will be asked to use a note-taking chart to give credit for the author’s work & to restate in their own words.

Students will begin to learn how to do basic research using Michigan eLibrary's World Book's Early World of Learning. This basic encyclopedia is meant for non-readers as the text is very basic and the site will read everything aloud for those who cannot read yet or prefer to listen. Students will learn about creepy crawlies and where they live, eat and other interesting facts about them.

First graders whether at home or school will be online using the Internet and need to know the basic rules of staying safe. ABYCA has a very good age appropriate video to share with young students on five rules to stay safe. There is even a quiz at the end to test their knowledge after viewing the video.

In 5th grade, students can begin researching and interviewing others on topics for a weekly or monthly newsletter for the school. The students will learn interviewing techniques as well as become better writers.

Decomposition one of the four parts of Computational Thinking breaks down problems into smaller parts so that it is easier to understand and solve them.

Seesaw is a web-based and application platform where students can post pictures from the classroom, annotate, speak their mind, and create electronic portfolios that connect school and home. Parents are able to see student work as soon as it is posted.
In this activity, students will take a common problem and use the design process to come up with a solution.

The broadcast Radio Sales job includes marketing and sales as well as managing the accounts. College is helpful but not essential. Beginning salary is discussed. Positive aspects are the flexible hours and the opportunity to meet new people. The job includes lots of paper work. Internships are a helpful to getting started option.

The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them. This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. In this module (1 of 4), students analyze their own use of online social media platforms and learn how filter bubbles and confirmation bias shape the content of their media environment. 

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The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them.

This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. The modules culminate in a Digital Survival Skills Workshop hosted by students where they teach these skills to their community. If you plan to complete the culminating project, we suggest introducing it briefly at the beginning of Module 1 so students know what the end goal is. See Module 4 for introduction materials.

In this module (2 of 4), students learn to distinguish misinformation from disinformation. They explore examples of each and learn about the variety of motivations that cause people to create and share both types of false information.

The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them.This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. The modules culminate in a Digital Survival Skills Workshop hosted by students where they teach these skills to their community. If you plan to complete the culminating project, we suggest introducing it briefly at the beginning of Module 1 so students know what the end goal is. See Module 4 for introduction materials.In this module (3 of 4), students learn fact-checking skills using the SIFT model (Stop, Investigate, Find better coverage, Trace claims to their original source) that they can employ to verify questionable information and sources online.  

Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:

Essential Question: How can we use science fiction’s ability to predict the future to help humanity?

Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.

Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?

Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?

Opinion Writing
BrainVentures are engaging & interactive, digital, enrichment activities meant to supplement your standard aligned curriculum. They can be used as indepent or collaborative practice as well as remotely or on campus.

Bullying is a hot topic in schools today. Helping students understand bullying and how to react to bullying situations is difficult. Using the website Students Against Bullying students will explore the topic of bullying.

Using Abcya!Paint, and NickJr. Free Draw, students will become digital artists as they create artifacts, using web based painting tools

How does Google design their logo? You will become the creator and code your way to a new Google Logo using Scratch.

Easel.ly is a free online tool that allows students to turn any visual information into an infographic with simple drag and drop. Students are able to communicate their learning in a creative innovative way using limited text and graphics. If this is the first time creating infographics, it may take two class periods.

Need your students to have a voice? Let them record their authentic learning digitally and share with others. Social interactions and learning is amplified when using Flipgrid.

Students will learn how to evaluate a website while using a HyperDoc in a group task. Hyperdocs are interactive digital documents that may easily be edited by a teacher.