A documentary on the creation of the ARPANET which proceeded the Internet.
Published on May 23, 2013

The Smithsonian institute offers this site by Robert L. Humphrey titled, "Anthropology on the Internet for K-12." Includes excellent information on the different branches of anthropology, careers, exhibits, publications, and more.

Internet research is a fine writing tool, but can you trust the information you find? This presentation by Hope N. Tillman, Director of Libraries at Babson College, gives advice on assessing the quality and credibility of information found on the Internet. Includes links to search engines and research guides, but the most useful aspect of this presentation is the in-depth discussion on assessing these resources.

Links to 21 lessons and activities that build student skills in standard W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing a well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Students will pretend to flow through the internet while learning about connections, URLs, IP Addresses, and DNS in this exploratory lesson. This lesson aligns to national Computer Science standards from CSTA.

After a short transition from representing information in Unit 1 to communicating information in Unit 2, students take time to think about their knowledge of the Internet and how it works. Following this, students are introduced to a new widget: The Internet Simulator which they will use throughout this unit to explore the inner workings of the Internet.
This lesson is aligned to CSTA standards.

Students complete a scheduling challenge three times, once unplugged, and twice on the Internet Simulator, to explore the need for addressing messages online. Students first complete a challenge where they are allowed to talk to one another to fill out a weekly schedule. They then move on to a version of the Internet Simulator where all of their messages are "broadcast" or sent to everyone in the same simulator room. This challenge forces students to develop shared rules for communicating to complete the scheduling activity a second and then third time. The wrap up helps students connect their experiences to real-life rules, or protocols, used on the Internet for addressing messages.
This lesson is aligned to CSTA standards.

Students spend most of today’s lesson in an updated Internet Simulator that lets students send messages with a dedicated To and From IP Address. Students start by connecting to a dedicated router and sending messages only to each other. They look at the router logs to find other students on different routers, then send messages to those students. They look at the router logs again to notice that messages are being passed between routers in order to reach their destination. Students continue to send messages and view the logs one last time to notice that the messages are also taking different paths to reach the same destination. The lesson wraps-up by introducing new vocabulary and using these words to summarize today’s activity.
This lesson is aligned to CSTA standards.

Students learn that large messages sent over the Internet are actually divided into individual packets and explore the challenges this creates. First students explore a version of the Internet Simulator that breaks messages into packets to get a sense for how it works. Students then use an activity guide that walks them through the challenges that dropped or out-of-order packets create. They then design their own protocol that addresses these challenges. At the end of the lesson students watch a video and learn and the User Datagram Protocol (UDP) and The Transmission Control Protocol (TCP), two different protocols for sending messages broken into packets.
This lesson is aligned to CSTA standards.

Students conclude their study of the layers of the Internet by learning about two top-level protocols, HTTP and DNS. The lesson begins with a review of the layers students have already learned, namely the physical Internet, IP, and TCP / UDP. The lesson then dives into the core of the unit which is "What happens when I type an address into my browser?" Students will complete two brief activities, one unplugged, and one plugged, that explore how the DNS works. Students then watch videos explaining how both DNS and HTTP work, taking notes in a provided activity guide. The lesson concludes with a review of how the different layers of the Internet work.
This lesson is aligned to CSTA standards.

Students begin a two-day project. In this project, students explore a relevant Internet dilemma: Net Neutrality, Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address the core question related to their chosen dilemma. This project addresses the "so what" question - why is it important to learn about how the Internet works?
This lesson is aligned to CSTA standards.

Students finish a two-day project. In this project, students explore a relevant Internet dilemma: Net Neutrality, Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address the core question related to their chosen dilemma. This project addresses the "so what" question - why is it important to learn about how the Internet works?
This lesson is aligned to CSTA standards.

Students complete a multiple choice assessment which covers the unit topics.
This lesson is aligned to CSTA standards.

With an overview of topics related to chemical energetics, this site provides a foundation to a study of thermodynamics and its relation to energy, heat, and work.

Students learn about complex networks and how to represent them using graphs. They also learn that graph theory is a useful mathematical tool for studying complex networks in diverse applications of science and engineering, such as neural networks in the brain, biochemical reaction networks in cells, communication networks, such as the internet, and social networks. Topics covered include set theory, defining a graph, as well as defining the degree of a node and the degree distribution of a graph.

Students conduct Internet research to investigate the purpose and current functioning status of some of the largest dams throughout the world. They investigate the success or failure of eight dams and complete a worksheet. While researching the dams, they also gain an understanding of the scale of these structures by recording and comparing their reservoir capacities. Students come to understand that dams, like all engineered structures, have a finite lifespan and require ongoing maintenance and evaluation for their usefulness.

Contains plans for two or three lessons that teach searching, skimming, and scanning skills using an internet bingo game that is easily adaptable to a variety of topics. In addition to objectives and standards, this instructional plan contains links to PDF handouts and sites used in the lessons as well as assessment and reflection activities.

[Free Registration/Login Required] A site with links to 6 worksheets that can be downloaded and printed for student use while building skills with standard W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing a well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Web instructions written for kids include information about using the mouse, links, scrolling, going back a page, and resizing the window.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.