Unit 12: Online Communication
Unit 13: Becoming the Teacher
Unit 14: Leadership in the 21st Century
Copy this template to create a student interest form. This form gives basic information about the program for students and a section for them to fill in their information.
With the acquisition of the GenYES program, Ohio users should contact support.infohio.org or their ITC for questions and support for GenYES Ohio.
In this video, created by GenYES students at Mentor High School, GenYES Facilitator Lisa Ford and her students share how GenYES students are making an impact in their school and in their community.
![George Clinton [Lesson 6 of 20]](https://openspace.infohio.org/static/newdesign/images/materials/default-thumbnail-index.png)
Lesson 6 is an introduction to George Clinton, a prominent figure in funk music and Afrofuturism. It consists of three activities: a 5-minute engagement activity where students watch clips about George Clinton, a 15-minute exploration activity where students examine artifacts related to him, and a 5-minute wrap-up activity where students discuss their takeaways and similarities between George Clinton and Sun Ra. The next lesson will focus on exploring George Clinton's music and the landing of the Mothership.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.
This guide provides a practical, step-by-step checklist for planning GenYES, as well as a
checklist for the first week and month of the program. More detailed information about using the
GenYES web tools and the GenYES curriculum can be found in other guides. This is a simple
overview of the process.
With the acquisition of the GenYES program, Ohio users should contact support.infohio.org or their ITC for questions and support for GenYES Ohio.
Students start to familiarize themselves with applying and attending college. This will serve as a frame for the work they will do throughout the unit.
Create an event on Google Calendar, add details, and invite other people to your event. Time to complete: 45-90 minutes
Test 3
Learn the skills you'll need to use Google Drive effectively, and keep your Drive organized. Time to complete: 45-90 minutes
Students have to complete various tasks that show their mastery of features found within Google Slides. Example: Change the background of this slide to a beach. This has been adapted from an original work authored by Catlin Tucker.
This is a professional development presentation which gives an overview of Future Ready, breaks down some of the wedges and connects specific Google tools and Google integrated tools to them.
Designed to support a districtwide approach to teaching news literacy, this grade-band expectations document lays out expectations by grade band (PreK-2, 3-5, 6-8 and 9-12+) and by news literacy standards. This resource builds on the News Literacy Project's Framework for Teaching News Literacy, and was created with help from literacy experts and classroom practitioners.
In this story, a young girl enjoys a book with her grandmother. Includes audio narration in 14 additional languages with text in English.
This is an applied project where students can use their knowledge from Chapters 1 and 2! Students will choose from three different project options, then use design thinking and graphic design to create a product for a real user in the 1960s! In Lesson 1, each student will read all three project overviews. Then, they’ll choose the project they want to work on for the remaining lessons in the project.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Design Software, Laptop/Desktop, Tablet.
In this lesson, students will learn more about their user and complete the first two steps in the Design Thinking process: Empathize and Define. Students will watch a video in which their user describes their wants and needs, then students will complete an interactive worksheet to identify project requirements and craft a problem statement.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Design Software, Laptop/Desktop, Tablet.
In this lesson, students will ideate and sketch designs for their project, then create prototypes of their designs in Gravit. By the end of this lesson, students will have completed three graphic designs in Gravit for their user.
Estimated time required: 3-4 class periods.
Technology required for this lesson: Design Software, Laptop/Desktop, Tablet.
In this lesson, students will share their projects with their peers, give/receive feedback on each other’s projects, export and submit their designs, and answer a series of reflection questions.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Design Software, Laptop/Desktop, Tablet.
Can screen time be bad for us? The research is still out when it comes to exactly how screen time affects our health. But one area where we know it does is our sleep. Just having a device near us seems to change the way our brains work. Help students learn that being responsible with digital media means adjusting how we use it so it isn't unhealthy for our bodies or our brains. Approximately 45 mins.
LESSON OBJECTIVES: Identify research trends related to the health impact of screen time. Reflect on the nature of their own screen time and how it compares to that of parents and teens generally. Use the Digital Habits Checkup routine to create a personal challenge to change a media habit.
In this story, a young girl helps out with chores at home. Includes audio narration in 10 additional languages with text in English.
How can you avoid being fooled by fake videos and other information online? We know not to believe everything we hear, but what about what we see? Advancements in computer-generated graphics, facial recognition, and video production have led to a world of viral videos that are often difficult to identify as fake. Help your students learn to read what they see on the web "laterally" by showing them how to get off the page, check credibility, and find corroboration. Approximately 50 mins.
LESSON OBJECTIVES: Define "misinformation" and explore the consequences of spreading misinformation online. Learn how to use lateral reading as a strategy to verify the accuracy of information online. Apply lateral reading to examples of questionable videos to determine their accuracy.