|
Nova Scotia Outcome Chart: Information Technology 7-9
In the Nova Scotia Vision for the Integration of Information Technologies, media literacy is considered to be an essential part of information technology.
Grade 7-9 By the end of Grade 9, in addition to Grade 6 outcomes, students will be expected to: | Basic Operations and Concepts (BOC) | | BOC 9.1 (relate to 6.1) Under general supervision as they research, design and create products that represent their learning, students will be able to independently and safely - operate a wide variety of school media equipment, including audio equipment, overhead projectors, video cameras, videocassette recorder/players, televisions, photocopiers, and still cameras;
- use computer equipment to access and use curriculum-based computer software, from CD-ROMs, hard drives, or other data storage media.
BOC 9.5 (relate to 6.8) Students will understand and use an increasing range of specialized vocabulary associated with the technologies they use. | Lessons
Creating a Marketing Frenzy
Create a Youth Consumer Magazine
News Journalism Across the Media: Summative Activities
The Broadcast Project
Video Production of a Newscast
Writing a Newspaper Article
Camera Shots Classroom Activities and handouts Internet checklist for kids (13-17) (PDF)
Protecting Your Privacy on Commercial Web sites
Five Ws of Cyberspace
Research Relay
Internet Glossary
Internet Glossary: Authenticating Online Information
Internet Glossary: Privacy and Marketing Teaching Backgrounders Acceptable Use Policies
Evaluating Internet-based Information: A Goals-based Approach
Evaluating Internet Research Sources
How To Discourage Plagiarism MNet Special Initiatives Background information for teachers about the Internet and Internet issues can be found in the following Web Awareness Canada sections:
Safe Passage
Kids for Sale
Fact or Folly | | Productivity Tools and Software (PTS) | | PTS 9.4 (relate to 6.5-6.7) Students will explore the curriculum through a wide range of print and electronic forms. They will access, create and process information by means of the specialized techniques associated with the technologies. PTS 9.6 (relate to 6.6) Independent of their teachers, students will develop multimedia presentations, based on sound principles of design, with increasing confidence and efficiency. | Lessons Deconstructing Web Pages
Jo Cool or Jo Fool
Classroom Activities and handouts
Internet checklist for kids (9-12) (PDF)
Five Ws of Cyberspace
Research Relay Teaching Backgrounders Acceptable Use Policies
Evaluating Internet-based Information: A Goal's-based Approach
Evaluating Internet Research Sources
How To Discourage Plagiarism
How to Search the Internet Effectively
Reducing the Risk in the Classroom
Kid Friendly Search Engines, Directories and Portals MNet Special Initiatives Web Awareness Canada section:
Fact or Folly | | Communications Technology (CT) | | CT 9.1 (relate to 6.1, 6.3, 6.9) Students will represent their learning in a range of media, including print, video, audio and multimedia, with growing confidence and competence. CT 9.2 (relate to 6.1-6.8) With teacher supervision, students are able to locate and access curriculum-relevant books, journals and other print documents; media resources; and electronic files for use in all types research. CT 9.5 (relate to 6.9) With teacher supervision, students in small groups will design and build, for peer use, intranet or Internet web sites of student-produced pages about a curriculum topic. | Lessons Marketing to Teens: Talking Back
Marketing to Teens: Parody Ads
Scripting a Crime Drama
Create a Youth Consumer Magazine
News Journalism Across the Media: Summative Activities
The Broadcast Project
Video Production of a Newscast
Writing a Newspaper Article
Camera Shots
Deconstructing Web Pages
Jo Cool or Jo Fool
ICYouSee: A Lesson in Critical Thinking
Student Handouts/Activities
Research Relay
Five Ws of Cyberspace Classroom Activities and handouts Five Ws of Cyberspace
Research Relay
Teaching Backgrounders Evaluating Internet-based Information: A Goal's-based Approach
Evaluating Internet Research Sources
How to Search the Internet Effectively
Quick Tips for Authenticating Online Information
Teachable Moments
A Tale of Two Cities | | Research, Problem Solving, and Decision Making (RPSD) | | RPSD 9.2 (relate to 6.1-6.4) With the assistance of their teachers, students will select and use appropriate forms, styles, media and sources to access, manipulate, assess and present information meaningfully for different audiences. RPSD 9.3 (relate to 6.2-6.4) With the assistance of their teachers, students will assess the quality, completeness, biases, and perspectives of print, media and electronic resources for possible use in their curricular studies. RPSD 9.5 (relate to 6.2-6.4) Students will independently and critically evaluate how style, form, source and medium influence the accessibility, validity and meaning of information.
| Lessons
Bias
Crime in the News
Crime Quiz
Creating a Marketing Frenzy
Create a Youth Consumer Magazine
Deconstructing Web Pages
ICYouSee: A Lesson in Critical Thinking
Images of Learning: Elementary
Kellogg Special K Ads
Kids, Alcohol and Advertising: Messages About Drinking
Kids, Alcohol and Advertising: Young Drinkers
Kids, Alcohol and Advertising: Understanding Brands
Kids, Alcohol and Advertising: Interpreting Media Messages
”He Shoots, He Scores”: Alcohol Advertising and Sports
Who’s On First: Alcohol Advertising and Sports
Alcohol Myths
Gender Messages in Alcohol Advertising
Alcohol on the Web
Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns
Killer Games
Marketing to Teens: Introduction
Marketing to Teens: Marketing Tactics
Marketing to Teens: Talking Back
Marketing to Teens: Parody Ads
Marketing to Teens: Gender Roles in Advertising
Marketing to Teens: Gotta Have It! Designer & Brand Names
Popular Music and Music Videos
News Journalism Across the Media: Introduction
Definitions and Comments about the News
The Newspaper Front Page
Radio News
News Journalism Across the Media: Summative Activities
Online Marketing to Kids: Protecting Your Privacy
Online Marketing to Kids: Strategies and Techniques
Perceptions of Youth and Crime
Perceptions of Race and Crime
Selling Obesity
Selling Tobacco
Sports Personalities in Magazine Advertising
Television Broadcast Ratings
The Broadcast Project
The Price of Happiness: On Advertising, Image, and Self Esteem
The Resource Racket: A Global Perspective on Resources and Consumption
The True Story
The White Screen: Absent Voices in the Media
Thinking Like a Citizen
Tobacco Labels
Tobacco Advertising in Canada
Video Production of a Newscast
Video Violence: Video Games
Viewing a Crime Drama
Violence in Sports
Writing a Newspaper Article
You Be the Editor Student Handouts/Activities Research Relay
Five Ws of Cyberspace
Teaching Backgrounders Evaluating Internet-based Information: A Goals-based Approach
Evaluating Internet Research Sources
How to Search the Internet Effectively
Quick Tips for Authenticating Online Information
Teachable Moments A Tale of Two Cities | | Social, Ethical, and Human Issues (SEHI) | | SEHI 9.1 (relate to 6.1-6.4) Students will demonstrate understanding of the nature of technology and its impacts on different societies and environments. Students will assume personal responsibility for ethical behavior and attitudes with regard to information technologies and resources. They will use them - in local and global contexts, with due regard for the legal and human rights of others. SEHI 9.2 (relate to 6.2) Students will demonstrate understanding of model -- and assume personal responsibility for -- the acceptable use of copyrighted information resources. SEHI 9.3 (relate to 6.3) Students will identify and demonstrate the techniques of mass media, popular culture and electronic information environments, and evaluate the effects of these techniques. SEHI 9.4 (relate to 6.4) Students will identify the values that inform mass media, popular culture and electronic information environments in relation to their personal values. SEHI 9.5 (relate to 6.4) With the assistance of their teachers as required, students will identify the impacts of various media and information technologies on them, their learning environment, their cultures, and society. SEHI 9.6 As researchers, students will demonstrate an understanding of, and a commitment to, accuracy and ethical behaviour as they create and distribute information about themselves, others and curriculum topics under study. | Lessons For SEHI 9.3, 9.4 and 9.5, see the lessons listed under Research, Problem Solving, and Decision Making The Resource Racket: A Global Perspective on Resources and Consumption
Deconstructing Web Pages
ICYouSee: A Lesson in Critical Thinking
Thinking About Hate Related MNet Resources
Are You Web Aware? Activity Sheets: Blogs
Are You Web Aware? Activity Sheets: Chat Rooms
Are You Web Aware? Activity Sheets: E-mail
Are You Web Aware? Activity Sheets: File-sharing
Are You Web Aware? Activity Sheets: Instant Messaging
Are You Web Aware? Activity Sheets: Text Messaging
Are You Web Aware? Activity Sheets: Web Sites Teaching Backgrounders Evaluating Internet-based Information: A Goals-based Approach
Evaluating Internet Research Sources
How to Search the Internet Effectively
Quick Tips for Authenticating Online Information
Acceptable Use Policies
How To Discourage Plagiarism Teachable Moments A Tale of Two Cities |
|
|
|
|
