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Digital Citizen | Exploring intellectual property rights | 6-8, 9-10, 11-12

This activity requires students to compare equations to algorithms in the context of copyright and patent law.

Digital Citizen | Defining ourselves: What is my (digital) identity? | 6-8, 9-10, 11-12

Students will write “My Digital Identity” essays where they describe who they see themselves being and how their online actions support that representation of themselves.

Digital Identity | Exploring and Analyzing digital footprints | 6-8, 9-10, 11-12

Students will research the digital identities of local celebrities and use edtech to analyze and synthesize their findings. Students will create and share a graph highlighting key themes, and have a cread more

Acquiring Audience Feedback on a Published Product | ELA Community Activism PBL (Lesson 6 of 6) | 6-8, 9-10, 11-12

In lesson 6 of 6 of this multi-step project, students will use technology to seek feedback about their original product and reflect on their learning.

Publishing & Sharing Research on a Community Issue | ELA Community Activism PBL (Lesson 5 of 6) | 6-8, 9-10, 11-12

In lesson 5 of 6 of this multi-step project, students will publish their original product for their community stakeholder audience in a form or platform that best suits their message.

Synthesizing Research on a Community Issue | ELA Community Activism PBL (Lesson 4 of 6) | 6-8, 9-10, 11-12

In lesson 4 of 6 of this multi-step project, students will synthesize information from the sources they research in part 3 to create an original product for their chosen community stakeholder.

Researching a Local Community Issue | ELA Community Activism PBL (Lesson 3 of 6) | 6-8, 9-10, 11-12

In lesson 3 of 6 of this multi-step project, students will conduct research to examine the history and impact of their selected activist issue by identifying information from reputable sources.

Identifying Community Stakeholders | ELA Community Activism PBL (Lesson 2 of 6) | 6-8, 9-10, 11-12

In this part 2 of 6 of the project, students will identify the community stakeholders of their selected issue/topic/need/focus and select a final product form to best convey their research to their stread more

Identifying a Local Community Issue | ELA Community Activism PBL (Lesson 1 of 6) | 6-8, 9-10, 11-12

In lesson 1 of 6 of this multi-step project, students will identify a community need and the required resources, technology tools, and communication platforms needed to complete the community activismread more

Goal setting | Is Your Goal SMART? | 3-5, 6-8, 9-10, 11-12

Students will work to develop an academic goal using the SMART goal framework. SMART stands for Specific, Measurable, Attainable, Relevant and Timely. They will use digital tools to create, share andread more

Goal setting | How Can I Get Stronger? | K-2

In this activity, student will learn about goal and setting goals to become stronger students and well-rounded individuals. Ideas for connections, brainstorming and keeping track of the students’ goalread more

Use online forums to get feedback on your essay | Exchange Ideas on the Worldwide Web | 9-10, 11–12

This instructional idea has students join a platform for writers to exchange their ideas with other members from diverse backgrounds and experiences. By giving and providing feedback about writing, stread more

Create a plot-line using digital tools | Be a Savvy Reader | 3-5, 6-8

This instructional idea has students breaking down a narrative into its component parts, which is the purpose for the original outline. Next, by answering the questions and then recreating the plot liread more

Know and use a deliberate design process | Designing a Solution | 3-5, 6-8

This instructional activity walks the students through the engineering design process to create and develop unique solutions to real-world problems. This activity can be adapted for many different subread more

Collaborate to solve a school problem | Become the School Librarian Team | 3-5, 6-8, 9-12

This instructional idea requires students to create a problem statement focused on increasing the amount of books their peers checkout from a classroom or school library, and that statement must incluread more

Collect and analyze data on books | Be a Hollywood Producer | 6-8, 9-10, 11-12

In this activity, students determine which book from class should be made into a movie, by gathering and comparing evidence through the internet about the profitability and customer sentiment of eachread more

Setting personal reading goals | Building Your Library | 3-5, 6-8, 9-10, 11-12

Students set a goal of reading a certain number of texts (e.g., online articles, young adult literature, short stories, etc.) over a period of time (e.g., a month, semester, or school year) and keep aread more

Research mathematical principles | Math in Action | 3-5, 6-8, 9-10, 11-12

Students first select a mathematical principle (e.g., law, theorem, or other property). Next, students locate an article or image that represents the principle being used in daily life. For example, cread more

Research and justify selection | Building Personas Using Historical Figures | 6-8, 9-10, 11-12

Students choose a significant person from history and conduct online research to develop and share a unique persona profile of that individual.

Write explanatory paragraph | Understanding satire | 6-12

Students will learn more about the meaning, structure, and satire used by “A Modest Proposal” and craft a satirical essay about a chosen issue.

Visualize numerical data | Students Compute like Computers to Solve Real Problems (Lesson 2 of 7) | K-2

In lesson 2, students visualize numerical data into bar graphs after collecting and organizing data into numerical values using free educational technology. Students learn a computational procedure toread more

Write a research brief | Be US Census Bureau’s Chief Analyst (Lesson 5 of 5) | 6-8

In Part 5, students will synthesize all of the information and methods they have used to write a final research brief and report to the governor of the state they have selected for analysis. In this mread more

Statistical inference | Be US Census Bureau’s Chief Analyst (Lesson 4 of 5) | 6-8

In this multi-step project, students become the Chief Data Analyst for the US Census Bureau Chief and write a report for a governor of a US state to answer the following question: “Are families in myread more

Conduct a representative sample | Be US Census Bureau’s Chief Analyst (Lesson 3 of 5) | 6-8

In Part 3, students conduct a 10% random sample from US Census data, through a simulation using google sheets. In this multi-step project, students become the Chief Data Analyst for the US Census Bureread more

Practice perseverance | Try a New Strategy | 3-5

Students will set a foundation for using multiple strategies and perseverance to pursue difficult tasks or answers. This activity asks students to perform engaging “minute to win it” games to performread more

Practice perseverance | Try, Try Again! | K-2

Students will perform a challenging task that will require perseverance. You will then engage in a conversation about what perseverance is and when or how they may need to use perseverance in their liread more

Understand representative samples | Be US Census Bureau’s Chief Analyst (Lesson 2 of 5) | 6-8

In Part 2, calculate statistics from different types of samples from a population and compare them to determine what conditions make a sample representative of a population. In this multi-step projectread more

Test and improve prototypes in a design process| Saving the 3 Little Pigs | K-2

Students will utilize the Engineering Design Process to build strong houses for the 3 Little Pigs. The students will work to build the strongest houses they can with the materials from the story (straread more

Plan a research brief | Be US Census Bureau’s Chief Analyst (Lesson 1 of 5) | 6-8

In Part 1, students develop a research and analysis plan; they will select and identify the variables required for their research. In this multi-step project, students become the Chief Data Analyst foread more

Explore local and global issues| Researching and Developing Legislation| 9-10, 11-12

This instructional idea requires students to use technology to identify a political issue and investigate different opinions about it. They then offer a piece of legislation as a “solution” to the issread more

Explore local and global issues| Calculating Carbon Footprints | 3-5, 6-8, 9-10, 11-12

Students analyze their own carbon footprint and then share their results with group mates before posting an idea for reducing their footprint on a collaborative digital board.

Recite steps for algorithmic thinking | Students Compute like Computers to Solve Real Problems (Part 7 or 7) | K-2

In part 7, students review and codify the steps they have taken, like a computer, to analyze and interpret numerical data to derive insights. Students learn a computational procedure to analyze and inread more

Test solutions you brainstormed | Students Compute like Computers to Solve Real Problems (Lesson 6 of 7) | K-2

In part 6, students will test and evaluate some of their brainstormed solutions to a problem they identified using data representing an event. Students learn a computational procedure to analyze and iread more

Brainstorm solutions to a problem | Students Compute like Computers to Solve Real Problems (Lesson 5 of 7) | K-2

In part 5, using a digital collaboration board, students will brainstorm solutions to a problem they have identified using data representing an event. Students learn a computational procedure to analyread more

Compare data from 2 bar charts | Students Compute like Computers to Solve Real Problems (Lesson 4 of 7) | K-2

In part 4, students compare organized data from two different bar graphs; then they identify and articulate a challenge that arises from the comparison. Students learn a computational procedure to anaread more

Analyze data in bar charts | Students Compute like Computers to Solve Real Problems (Lesson 3 of 7) | K-2

In part 3, students interpret visualized numerical data. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demandread more

Organize categorical data | Students Compute like Computers to Solve Real Problems (Lesson 1 of 7) | K-2

In part 1, students prepare to visualize numerical data by collecting and organizing data into numerical values using free educational technology. Students learn a computational procedure to analyze aread more

Know and use a deliberate design process | Little Engineers | K-2

Students will be introduced to the Engineering Design Process. A video and class discussion will familiarize students with real-life application of the Engineering Design Process and how to perform earead more

Know and use a deliberate design process | Designing a Writing Piece | K-2, 3-5, 6-8, 9-10, 11-12

Students will learn and utilize a design thinking process through the art of writing. The students will learn a systematic writing process that directly aligns to the design thinking process, focusedread more

2a: Digital Identity | Our Online Tracks | 3-5

2c: Intellectual Property Rights | Let’s Give Credit | K-2

A lesson from Common Sense Education: With so much information at our fingertips, students learn what it means to “give credit” when using content they find online. Taking on the role of a detective,read more

2a: Digital Identity | Pause and Think Online | K-2

A lesson from Common Sense Education: From our head down to our toes, and our feet up to our nose, the Digital Citizens teach students how to be safe, responsible, and respectful online.

2d: Personal Data Privacy and Security | Digital Trails | K-2

A lesson from Common Sense Education: Does what you do online always stay online? Students learn that the information they share online leaves a digital footprint or “trail.” Depending on how they manread more

2b: Safe and Ethical Behavior | Safety in My Online Neighborhood | K-2

A lesson from Common Sense Education: The power of the internet allows students to experience and visit places they might not be able to see in person. But, just like traveling in the real world, it’sread more

7d. Global Citizen | Math | Grades 9-12

Students will work together to make predictions about the world’s future population and the resources needed to sustain it.

7d. Global Citizen | English Language Arts | Grades 6-12

Students work together to plan an event aimed at fostering a love of reading in children.

7c. Global Citizen | Math | Grades 6-12

Students work in groups to solve a math problem or equation and provide supplemental information about before presenting their work to their classmates.

7c. Global Citizen | English Language Arts | Grades 6-12

Students work in teams to create a multimedia summary of a narrative.

7b. Global Citizen | Math | Grades 6-12

Teachers use a digital board to facilitate students solving a math problem and then view how their classmates’ solved before discussing it together in small groups and as a whole class.

7a. Global Citizen | Math | Grades 6-12

Students explore online math communities and then join one, which allows them to ask and answer math questions as well as engage the communities’ members in conversation about different math topics.

7a. Global Citizen | English Language Arts | Grades 6-12

Students join a digital book club and engage other members of the club to come to new understandings of the book they are reading.

2d. Digital Citizen | English Language Arts | Grades 6-12

Students analyze the privacy policies of their favorite “pleasure reading” websites and add that information to a shared document.

2d. Digital Citizen | Math | Grades 6-12

Students analyze their data usage and then explore the privacy policies of the websites and platforms they most frequent before creating an equation to numerically represent the cost of their data usaread more

2c. Digital Citizen | English Language Arts | Grades 6-12

As part of a lesson on universal themes, teachers can assign each student a theme (e.g., falling in love, losing a loved one, good vs. bad, coming of age, power & corruption, etc.). Next, studentsread more

OLD 2c. Digital Citizen | Math | Grades 9-12

This activity requires students to compare equations to algorithms in the context of copyright and patent law. To begin, teachers have students review the definitions and examples of algorithms and eqread more

1a. Empowered Learner | Math | Grades 3-12

Students take a diagnostic test that is appropriate for their grade level and mathematical discipline (e.g., geometry, pre-algebra, physics, etc.) or topic within a discipline (e.g., number theory, prread more

3c. Knowledge Constructor | English Language Arts | Grades 6-12

Instructional Idea Students select a topic related to English language arts (e.g., a piece of literature, literary movement, author, etc.) and locate credible digital resources about it. To locate resread more

3b. Knowledge Constructor | English Language Arts | Grades 6-12

Instructional Idea To develop students’ research skills, teachers present students with a series of statements thematically related to a topic of study, with some statements being true and some beingread more

3a. Knowledge Constructor | English Language Arts | Grades 6-12

Instructional Idea Students are assigned a topic and required to locate primary and secondary sources about it to create an annotated bibliography. In an introductory paragraph, students will have toread more