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Digital Citizenship and You!

http://gromsocial.com Grom Social creator Zach Marks talks about the life changing effects social media can have on our lives and how to be safe and smart online. Grom Social is a safe social networking site By Kids For Kids. At GromSocial.com, kids connect, create, play games and share cool ideas in awesome virtual worlds. Check it out and join today. It's free!

Launched as a beta version in 2009, SafeShare.tv has gained popularity as the safest way to Watch and Share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

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Digital Citizenship and You!... - SafeShare.tv

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http://gromsocial.com Grom Social creator Zach Marks talks about the life changing effects social media can have on our lives and how to be safe and smart online. Grom Social is a safe social networking site By Kids For Kids. At GromSocial.com, kids connect, create, play games and share cool ideas in awesome virtual worlds.

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Cultural Awareness

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If the World Were a Village of 100 People: A Story About the World's People - Trailer

http://worldculturemedia.com/video/iftheworld-english.html Award-winning If the World Were a Village video is available at http://www.cultureforkids.com. For more info visit http://www.master-comm.com for awards and reviews. Winner of 2009 Parents' Choice Silver Award. Based on the best selling and award-winning book by the same title, If the World Were a Village is an animated story that delivers an important message using a magical metaphor: what if the world with six billion people were a village of just 100 people... By exploring the lives of the 100 villagers, children will discover that life in other nations is often very different from their own. If the World Were a Village will encourage viewers to learn about our global village. The languages we speak, what foods we eat, where we live, what religions we practice - what you find may surprise you! "Highly recommended, Editor's Choice" 4 star review in Video Librarian "Unique choice for units on community, geography, and global s

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If the World Were a Village of 100 People:... - SafeShare.tv

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http://worldculturemedia.com/video/iftheworld-english.html Award-winning If the World Were a Village video is available at http://www.cultureforkids.com. For more info visit http://www.master-comm.com for awards and reviews. Winner of 2009 Parents' Choice Silver Award.

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Common Sense Media

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Keeping Kids Safe Online Common Sense Med... - SafeShare.tv

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SafeShare.tv removes unwanted distractions from YouTube and Vimeo videos and reduces ads, so you can focus on the content. Perfect for schools and businesses!

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Planet Food by National Geographic Beginner to Intermediate – “Make A Meal” activity: students select and add different foods to their “plate,” and are then able to see a map of top export and import countries for each food item. “Chocolate Challenge” activity: students watch short videos to learnabout the steps in chocolate production and make decisions along the way.

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Planet Food by National Geographic Beginner to Intermediate – “Make A Meal” activity: students select and add different foods to their “plate,” and are then able to see a map of top export and import countries for each food item. “Chocolate Challenge” activity: students watch short videos to learnabout the steps in chocolate production and make decisions along the way.

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The Planet Food interactive aggregates the contents of your meal to generate a map showing the global footprint your plate makes before it even gets to your plate, and puts you in charge of the world wide journey a bar of chocolate will take before it gets to you.

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Educator Guide Planet Food by National Geographic 

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Educator Guide Planet Food by National Geographic 

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Human Footprint Interactive by National Geographic Intermediate – Students use this interactive tool to find out how much they consume and how that measures up with the rest of the world. Requires Adobe Flash plugin [works using Firefox].  

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Human Footprint Interactive by National Geographic Intermediate – Students use this interactive tool to find out how much they consume and how that measures up with the rest of the world. Requires Adobe Flash plugin [works using Firefox].  

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National Geographic TV Shows, Specials & Documentaries

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Watch full episodes, specials and documentaries with National Geographic TV channel online.

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What the World Eats by National Geographic Advanced – This interactive allows students to compare daily diet and meat consumption in various countries around the world and over time. 

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What the World Eats by National Geographic Advanced – This interactive allows students to compare daily diet and meat consumption in various countries around the world and over time. 

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This interactive was built in conjunction with National Geographic's Future of Food series. The data was sourced from FAOSTAT. Values reflect domestic utilization for food consumption in each country or region from 1961 to 2011. Food groupings and units of measure vary slightly from those depicted on the FAOSTAT site.

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Food Day School Curriculum – This is a 5-lesson curriculum developed by professors at Teachers College, Columbia University. Topics covered include what it means to “eat real,” the nutritional importance of eating plants, and how to navigate one’s food environment. At the end of each lesson you can find links to additional activities and resources for extension opportunities. 

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Food Day School Curriculum – This is a 5-lesson curriculum developed by professors at Teachers College, Columbia University. Topics covered include what it means to “eat real,” the nutritional importance of eating plants, and how to navigate one’s food environment. At the end of each lesson you can find links to additional activities and resources for extension opportunities. 

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Identifying High Quality Sites – Teach students how to determine the credibility of online sources. The following link is an informative video from The Teaching Channel that shows what the lessons look like in the classroom. 

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Identifying High Quality Sites – Teach students how to determine the credibility of online sources. The following link is an informative video from The Teaching Channel that shows what the lessons look like in the classroom. 

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The Key to Keywords – Teach students to use precise vocabulary to improve Internet searches. The following link is an informative video from The Teaching Channel that shows what the lessons look like in the classroom. 

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The Key to Keywords – Teach students to use precise vocabulary to improve Internet searches. The following link is an informative video from The Teaching Channel that shows what the lessons look like in the classroom. 

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Improving Research Skills with Effective Keywords

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Learn how you can help students develop keyword development strategies for internet research. Here are a few activities using proven classroom strategies to show students how precise keywords are important. Common Core Standards for researching.

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Strategic Searching – Students learn a 5-step method for planning and carrying out an online search: Select research questions,  Extract keywords/terms,  Apply search strategies,  Run your search, and CHart your search. Downloadable PDF lesson plan in English, Spanish, or French: 

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Strategic Searching – Students learn a 5-step method for planning and carrying out an online search: Select research questions,  Extract keywords/terms,  Apply search strategies,  Run your search, and CHart your search. Downloadable PDF lesson plan in English, Spanish, or French: 

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Critical Evaluation of a Web Page Lesson Plan (Grades 6-8) by Kathy Schrock – Use these elementary school or middle school level worksheets to teach students how to critically evaluate a web site with “The 5 W’s of Web Site Evaluation.” Lesson plan: 

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Critical Evaluation of a Web Page Lesson Plan (Grades 6-8) by Kathy Schrock – Use these elementary school or middle school level worksheets to teach students how to critically evaluate a web site with “The 5 W’s of Web Site Evaluation.” Lesson plan: 

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Why is it important to evaluate the source and validity of the information found on a Web site?

ISTE STUDENT S TANDARD AND PERFORMANCE INDICATORS

Knowledge Constructor

3b. Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.

ISTE Standards for Students, ©2016, ISTE® (International Society for Technology in Education),. All rights reserved.

M ATERIALS (all files available at the bottom of the page)

Inspiration® or online brainstorming tool, computer, and projection device

Critical evaluation tool for each student

Internet access or hard copy of Web page for each student

5W's handout for each student

The Important Book summarizer sheet

1. Using Inspiration® or an online brainstorming tool and the computer and/or the IWB, have the students brainstorm a list of criteria which make a Web page useful for research. Answers should include title, author, date of creation, date of update, source of the information, contact e-mail address, layout of page, ease of use, fast to load, etc.

2. Pass out the 5 W's handout and the critical evaluation tool and go over both. Be sure to emphasize the importance of the credibility of the author and the source of the information on the page. Talk about ways to determine if information is correct (e.g. finding the information in a print source, on another Web page, via an expert)

3. Surf to the Ban Dihydrogen Monoxide page (http://descy.50megs.com/descy/webcred/webcred/dhmo.html) or hand out the PDF version (below) and have students, on their own or in small groups, evaluate the information on the page using the critical evaluation tool.

4. Have the class come back as a group and discuss the pro's and con's of this page. Did anyone know the information was bogus? How could this be determined? Emphasize the fact, with little knowledge of a topic, it is almost impossible to know if the information located is correct.

5. In small groups, have students visit some of the other bogus Web sites listed at the bottom of this page.

ASSESSMENT

1. Have the students fill out The Important Book summarizing sheet.

2. Have the students write a paragraph explaining why it is important to evaluate the information found on a Web page. Have them include the ways to find out more about the author, the sponsoring agency, or the information itself.

3. Have the students create a list of 10 questions to ask themselves when critically evaluating the information they have found.

EXTENSION ACTIVITIES

1. Have students compose a one-page instruction sheet or a Voicethread to explain the Web page evaluation process to younger students.

2. Have students identify other Web sites dealing with critical evaluation of Web information or additional bogus sites and have them create a Web page, Diigo list, or Glogster page with links and descriptions. Some of these bogus sites can be found below.

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Why is it important to evaluate the source and validity of the information found on a Web site? ISTE STUDENT S TANDARD AND PERFORMANCE INDICATORS Knowledge Constructor 3b. Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources. ISTE Standards for Students, ©2016, ISTE® (International Society for Technology in Education),.

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Explore the World! by National Geographic Kids Beginner – Students click through this interactive map to learn about countries.... photos and interesting facts such as capital, population, and official language! 

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Explore the World! by National Geographic Kids Beginner – Students click through this interactive map to learn about countries.... photos and interesting facts such as capital, population, and official language! 

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Explore Your World using our interactive map!

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Introduction to Geography by National Geographic Intermediate – Students explore their school from a geographic perspective. “Your School: A Geographic Perspective” worksheet [under the tab called Preparation] asks students to use the 5 Ws to answer questions about their school or classroom. 

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Introduction to Geography by National Geographic Intermediate – Students explore their school from a geographic perspective. “Your School: A Geographic Perspective” worksheet [under the tab called Preparation] asks students to use the 5 Ws to answer questions about their school or classroom. 

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Customize your view of this lesson. Use the checkboxes below to filter activities in or out.

1. Discuss the meaning of the terms location and place.
Write the words location and place on the board. Ask: Have you ever traveled to a different location? If anyone has, ask him or her to describe it to the rest of the class. For each, write some of the describing words on the board. Then have a whole-class discussion to explore the following questions:

Did the student describe it in terms of location (where it is, such as the city, state, or country)?

Did the student describe it in terms of place (what it is like, such as hot, cold, urban, or country)?

2. Compare and contrast the descriptions.
Ask students: How are the experiences alike? How are they different?

3. Use a globe to illustrate the concept.
Using a globe, pinpoint your location to show students that location is where the place is on the Earth's surface. Then show them photographs of your neighborhood, town, city, or state to illustrate that place describes what it is like there.

4. Have students determine location or place.
Have students return to the descriptions in Step 1 and decide if the original description was of the location or the place. Have them say "L" if it was a description of the location and "P" if it was a description of the place.

Extending the Learning

Have students imagine that an exchange student is coming to their house. Ask students to explain the locations of their homes and to describe what those places are like.

1. Have students brainstorm descriptions of your classroom.
As a class, brainstorm a list of descriptions about your classroom. Write students' ideas on the board. Make sure the descriptions include the following information:

the location of the classroom, such as its floor, its end of the hall, and what other rooms it is near

information about the classroom itself, such as what it looks like, who uses it, and what happens there

2. Categorize the descriptions by location and place.
Ask students if their responses are about the location of the classroom or the place. Place an "L" next to descriptions of the location. Place a "P" next to those that describe place.

3. Discuss the location and place of your classroom using the 5 Ws and a geographic perspective.
Continue to model a geographic perspective by asking students to think about how the location and place of their classroom affects them. Discuss the following questions:

Where: Where is our classroom located in the school? Is it close to the cafeteria? Or gym? Or exit doors? Does that make it noisy? Does it mean our class gets to lunch, gym, or recess first? Is the classroom on the ground floor or second floor?

What: What is our classroom like? What goes on in our classroom? What subjects are taught? What events happen? What do you personally like best about our classroom? Why?

Who: Who belongs to this class? Why is each person (student, teacher, aide) important?

When: When does our class leave for the day? When do other classrooms leave for the day? Is ours the first or last class to get dismissed because of its location?

How: How is our classroom arranged? Is it large enough for the entire class? How are desks and learning centers arranged? How do we use the different spaces within the classroom? How is it decorated? Why? Does everything work well in it? How do things like the condition of the heating or air conditioning or having computers in the classrooms affect you and your learning?

Why: Why is our classroom special? What makes it different from other classrooms?

Informal Assessment

Ask students to imagine that a new student will be coming to the class. Have students draw a picture of their favorite part of the classroom and, orally or in writing, describe for the new student where it is located (location) and what it is like (place).

Extending the Learning

Ask students to imagine that a new student will be coming to their class. They need to make the new student feel comfortable by sharing information about their class. As a class, develop a simple map or picture of the classroom. Have students take turns identifying where their own desks or specific learning areas are located.

1. Have students brainstorm descriptions of your school.
As a class, brainstorm a list of descriptions about your school. Write students' ideas on the board. Make sure the descriptions include the following information:

the location of the school, such as what it is near and how far most kids travel to get to it

information about the school itself, such as what its name is and what it looks like

2. Categorize the descriptions by location and place.
Ask students if their responses are about the location of the school or the place. Place an "L" next to descriptions of the location. Place a "P" next to those that describe place.

3. Have students complete the worksheet to apply a geographic perspective to your school.
Divide students into pairs and provide each pair with the worksheet Your School: A Geographic Perspective. Have pairs work together to complete the worksheet.

Informal Assessment

Use the provided rubric for Your School: A Geographic Perspective to assess pairs' completed worksheets.

Objectives

Students will:

explain the difference between the terms location and place

describe the location and place of their classroom

explain how the location and place characteristics of the classroom affect them

identify the difference between location and place as it applies to their school

Teaching Methods

Discussions

Hands-on learning

Skills Summary

This lesson targets the following skills:

Connections to National Standards, Principles, and Practices

National Geography Standards

Standard 4: The physical and human characteristics of places

What You'll Need

Required Technology

Internet Access: Required

Internet access: Optional

Tech Setup: 1 computer per classroom, Projector

Physical Space

Setup

Grouping

Accessibility Notes

Background Information

A geographic perspective is a way of looking at the world. People who use this way of looking at the world ask who, what, where, and when people, places, and things are distributed across the surface of the Earth and how and why they got there.

Prior Knowledge

meanings of terms

understanding location versus place

Recommended Prior Lessons

Vocabulary

Term

Part of Speech

Definition

Encyclopedic Entry

geographic perspective

Noun

a way to understand a topic or area using spatial features and relationships.

location

Noun

position of a particular point on the surface of the Earth.

Encyclopedic Entry: {'slug': u'location'}

place

Noun

area having unique physical and human characteristics.

For Further Exploration

Maps

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Christina Riska Simmons

Christina Riska Simmons

Christina Riska Simmons

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Your School: Using a Geographic Perspective

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Customize your view of this lesson. Use the checkboxes below to filter activities in or out. 1. Discuss the meaning of the terms location and place. Write the words location and place on the board. Ask: Have you ever traveled to a different location?

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World Geography Games: Countries Advanced — Students test their knowledge of countries around the world with this online game. Students select a continent, and the game will display a country title. Students have unlimited attempts to find the country, but will keep track of attempts. Teachers can set goals such as “less than 50 attempts” to locate all the countries!  

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World Geography Games: Countries Advanced — Students test their knowledge of countries around the world with this online game. Students select a continent, and the game will display a country title. Students have unlimited attempts to find the country, but will keep track of attempts. Teachers can set goals such as “less than 50 attempts” to locate all the countries!  

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World Geography Games: Countries of the world

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Do you know all the countries of the world? Test your knowledge of the countries of Europe, Asia, Africa, North-America, South-America and Australia and Oceania.

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Geography Pre-Assessment: Mental Mapping – Give students a blank map and have them, without looking at a map, mark where they think the cities in their collaboration are located. Alternatively, give students a blank sheet of paper and ask them to draw a map from memory and label where they think the cities in their collaboration are located, along with any additional cities and countries. This activity can serve as an informal geography assessment for the beginning, middle, and end of the school year. Add these maps to student portfolios.

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Geography Pre-Assessment: Mental Mapping – Give students a blank map and have them, without looking at a map, mark where they think the cities in their collaboration are located. Alternatively, give students a blank sheet of paper and ask them to draw a map from memory and label where they think the cities in their collaboration are located, along with any additional cities and countries. This activity can serve as an informal geography assessment for the beginning, middle, and end of the school year. Add these maps to student portfolios.

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Mapping tool by Google My Maps – A quick and easy way to create a world map of the cities in your students’ collaboration is to use Google My Maps. Log in with your Google account to create new maps and save your work. Simply use the search bar to add locations to the map. 

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Mapping tool by Google My Maps – A quick and easy way to create a world map of the cities in your students’ collaboration is to use Google My Maps. Log in with your Google account to create new maps and save your work. Simply use the search bar to add locations to the map. 

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Below click the plus to suggest your favorite activity and explain why you picked it.

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Below click the plus to suggest your favorite activity and explain why you picked it.

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Below click the plus to suggest your favorite activity and explain why you picked it.

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Below click the plus to suggest your favorite activity and explain why you picked it.

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Below click the plus to suggest your favorite activity and explain why you picked it.

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Below click the plus to suggest your favorite activity and explain why you picked it.

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Below click the plus to suggest your favorite activity and explain why you picked it.

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Below click the plus to suggest your favorite activity and explain why you picked it.

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Please look at one or two of the recommended project tools and tell which one you prefer to use with your students.

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Please look at one or two of the recommended project tools and tell which one you prefer to use with your students.

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PS 93- This resource is a great way to teach geography.  This would need to be included with an explicitly taught geography lesson.  We would begin with paper maps of the Eastern Hemisphere, which is what is covered in 6th grade, introduce the countries, and have them practice geography skills using this resource.  Additionally, students will be able to research a location and pin the locations with descriptions on Google Earth.

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PS 93- This resource is a great way to teach geography.  This would need to be included with an explicitly taught geography lesson.  We would begin with paper maps of the Eastern Hemisphere, which is what is covered in 6th grade, introduce the countries, and have them practice geography skills using this resource.  Additionally, students will be able to research a location and pin the locations with descriptions on Google Earth.

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What's
Happening

At this year's Global Summit, board chair Molly Van Houweling emphasized that Creative Commons' vision was not necessarily limited to the internet, but instead acts in support of the creative spirit that is enabled by the internet.

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When we share, everyone wins - Creative Commons

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At this year's Global Summit, board chair Molly Van Houweling emphasized that Creative Commons' vision was not necessarily limited to the internet, but instead acts in support of the creative spirit that is enabled by the internet.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.