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Brainventures Animal Traits for Survival

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This Roadmap looks at the physical trait of a Hermit Crab that help it survive. The reading is leveled and guides the students to compare and recognize cause and effect within the reading. Students will then create a virtual aquarium and hermit crab of their own. Students will then learn how to use the animation feature of the Flipbook by making their hermit crab walk across the aquarium. Next they are open to make a book of their favorite animals in different environment. They will use a label to name the physical traits and tell how they help them survive.

Subject:: Information Science; Reading Informational Text; Zoology
Material Type:: Activity/Lab
Provider Set:: BrainVentures; Collabrify Roadmap Center
Author:: Monique Coulman
Date Added:: 03/17/2020

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CTE Lesson Plan on Cybersecurity

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The purpose of this lesson is to learn how to determine the main ideas from digital sources. on Cybersecurity.Students will identify the site content and information on bias.Students will synthesize their findings from three websites, cite examples, and provide their own analysis in a 5-minute speech.

Subject:: Computer Science; Information Science
Material Type:: Lesson Plan
Author:: Patti Shayne
Date Added:: 08/03/2019

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Computational Thinking Concepts Guide from Google

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In this guide you will find eleven terms and definitions for Computational Thinking (CT) concepts. These concepts can be incorporated into existing lesson plans, projects, and demonstrations in order to infuse CT into any disciplinary subject.

The original copy of this information was created by Google and shared at https://docs.google.com/document/d/1i0wg-BMG3TdwsShAyH_0Z1xpFnpVcMvpYJceHGWex_c/edit. The only change made has been the format of the document. All information is exactly the same.

Subject:: Architecture and Design; Computer Science; Engineering; Information Science; Mathematics
Material Type:: Reading
Author:: Gina Loveless
Date Added:: 08/13/2019

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Cultural Representation in the Media

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Advertisements can present a biased cultural representation that can affect our perceptions of others. For example, a television show may show commercials with some groups of people more than others. A magazine may have advertisements and articles representing a certain type of people in a way that reinforces stereotypes. Students need to be taught to recognize the culture that is being represented in the media they consume as well as the cultures that are absent from the same media.This is Part 5 of a 5 Part Unit: Media Manipulation: What Are They Really Saying?

Subject:: Information Science; Visual Arts; World Cultures; Marketing; Electronic Technology; Film and Music Production; English Language Arts; Cultural Geography
Material Type:: Lesson Plan
Author:: Patricia Denton
Date Added:: 08/05/2019

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Document Accessibility Cheatsheet

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A "cheatsheet" to help make sure your document shared on the web is accessible.

Subject:: Information Science
Material Type:: Reading
Author:: Melinda Waffle
Date Added:: 11/30/2018

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Gender and Advertising

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Using their new skills in deconstructing advertisements, students will look at advertisements through the lens of gender. Students will be encouraged to critically analyze the cultural stereotypes for men and women. Students will deconstruct advertisements based on gender representation.Rationale: Students will begin to see how believing in stereotypes can lead towards a negative self image for men and women. This is Part 4 of a 5 part Unit: Media Manipulation: What Are They Really Saying?

Subject:: Health, Medicine and Nursing; Information Science; Graphic Arts; Marketing; Film and Music Production; Graphic Design; English Language Arts; Women's Studies
Material Type:: Lesson Plan
Author:: Patricia Denton
Date Added:: 08/05/2019

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Information Literacy

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To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. By the end of this unit you will be able to Define Information Literacy, Define the four domains that fall under Metaliterate Learners, Identify a lack of knowledge in a subject area, Identify a search topic/question and define it using simple terminology, Articulate current knowledge on a topic, Recognize a need for information and data to achieve a specific end and define limits to the information need, and Manage time effectively to complete a search.

Subject:: Information Science
Material Type:: Full Course; Textbook
Provider:: Lumen Learning
Provider Set:: Candela Courseware
Date Added:: 02/16/2018

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The Information Literacy User’s Guide: An Open, Online Textbook

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Good researchers have a host of tools at their disposal that make navigating today’s complex information ecosystem much more manageable. Gaining the knowledge, abilities, and self-reflection necessary to be a good researcher helps not only in academic settings, but is invaluable in any career, and throughout one’s life. The Information Literacy User’s Guide will start you on this route to success.The Information Literacy User’s Guide is based on two current models in information literacy: The 2011 version of The Seven Pillars Model, developed by the Society of College, National and University Libraries in the United Kingdom and the conception of information literacy as a metaliteracy, a model developed by one of this book’s authors in conjunction with Thomas Mackey, Dean of the Center for Distance Learning at SUNY Empire State College. These core foundations ensure that the material will be relevant to today’s students.The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.

Subject:: Information Science
Material Type:: Activity/Lab; Assessment; Textbook
Provider:: State University of New York
Provider Set:: OpenSUNY Textbooks
Author:: Allison Hosier and Tor Loney; Daryl Bullis; Deborah Bernnard; Greg Bobish; Irina Holden; Jenna Hecker; Trudi Jacobson
Date Added:: 02/16/2018

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Information Systems

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Students need to understand systems and the systems concept, and they need to understand the role of ICT in enabling systems. Students will learn the characteristics of good systems (e.g., intuitive, likable, error-resistant, fast, flexible, and the like). Knowing the characteristics of good systems will permit students to demand well designed systems and to suggest how existing systems should be changed. Students need to understand the affordances, directions, and limits of hardware, software, and networks in both personal and organizational dimensions. They also need to appreciate that, as technical capabilities change and new ones arise, more opportunities to apply ICT for efficiency, effectiveness, and innovation are afforded. They need to understand the process for developing and implementing new or improved systems and the activities of IS professionals in this process.

Subject:: Information Science
Material Type:: Textbook
Provider:: BCcampus
Provider Set:: BCcampus Open Textbooks
Author:: Richard T. Watson
Date Added:: 10/28/2014

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Information Systems

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Students need to understand systems and the systems concept, and they need to understand the role of ICT in enabling systems. Students will learn the characteristics of good systems (e.g., intuitive, likable, error-resistant, fast, flexible, and the like). Knowing the characteristics of good systems will permit students to demand well designed systems and to suggest how existing systems should be changed. Students need to understand the affordances, directions, and limits of hardware, software, and networks in both personal and organizational dimensions. They also need to appreciate that, as technical capabilities change and new ones arise, more opportunities to apply ICT for efficiency, effectiveness, and innovation are afforded. They need to understand the process for developing and implementing new or improved systems and the activities of IS professionals in this process.

Subject:: Information Science
Material Type:: Textbook
Provider:: BCcampus
Provider Set:: BCcampus Open Textbooks
Author:: Richard T. Watson
Date Added:: 10/28/2014

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Lesson 3: Advertising Techniques- The Language of Persuasion

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Lesson 3: Advertising Techniques- The Language of Persuasion

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Students will use the Five Core Concepts and Five Key Questions to analyze and evaluate media messages. These concepts will serve as the "Big Ideas" or the "Enduring Understanding" that students will need in order to become media literate. Students will learn the Language of Persuasion used in advertising, specifically techniques that appeal to pathos (emotion), logos (logic), and ethos (credibility/character). They will use these techniques to analyze both print advertisements and television commercials. The lesson will culminate in the analysis of advertisements and the various techniques that they use as well as an evaluation of their effectiveness.This is Part 3 of a 5 Part Unit: Media Manipulation: What Are They Really Saying?