Skill Descriptor:
Analyze and interpret qualitative and quantitative data to construct explanations and conclusions.
Achievement Indicators:
Represent and organize titled and labelled collected data using drawings, digital technologies, simple text, tables and other graphical formats
Interpolate or extrapolate from patterns or trends in collected data
Most of us have happy memories of watching television with our families when we were young. But what was once a simple shared pastime has become an increasingly complex—and sometimes problematic part of modern family life.
To introduce the issue of pornography for classroom discussion. To help students understand the difficulty in determining the sometimes very fine lines between erotica, freedom of expression, and sexual exploitation and to familiarize them with guidelines for making these distinctions.
Overall Expectations:
Graduates will be able to assess social, cultural, economic, and environmental interdependence in a local and global context.
Specific Expectations:
Students will be expected to
Ottawa, February 7, 2012 – To mark Safer Internet Day, the Canadian Internet Registration Authority (CIRA) and Media Awareness Network (MNet) are launching the first in a series of cyber security tip sheets to help consumers stay safe when using the Internet.
While surfing the Web is fun and can present a wide variety of opportunities, you can also encounter unexpected problems. Today's release focuses on Safe Surfing, which explores the different types of risk relating to using the Web and ways Internet users can protect themselves.
Comprehend and Connect (reading, listening, viewing)
Comprehend and Connect (reading, listening, viewing)
This is the second lesson in the Critical Thinking Across the Curriculum series, though it can also be delivered independently. In it, students are introduced to the idea of using information sorting to determine whether sources are worth their attention and then to do critical close readings of those that are. After learning and identifying the differences and similarities between the two steps, they learn the characteristics of a reliable source and make a list of companion texts that can be used to determine if a source has those characteristics. After practicing that process, they learn some examples of critical close reading skills and use a possibility grid to do a close reading of a news article. Finally they plan, carry out, and reflect on an information sorting process to make sure they are getting a full and accurate picture of the news story’s topic.
In this lesson, students in grades 4 through 6 explore the capabilities and limitations of AI. They learn to verify AI-generated answers using search engines and reliable sources while collaborating to build a model that explains how AI tools actually function. They evaluate the ethics of various AI uses and establish a set of responsible rules for its application in their studies. Finally, students design a visual "Learning Loop" that illustrates the distinct roles of humans and AI, reinforcing the concept that the student must remain the "boss" of the machine.
Ottawa, ON (November 1, 2013) – To kick off the eighth annual Media Literacy Week, high school students from across Canada spent the morning discussing marketing and consumerism with a panel of experts. The students, who are taking part in the Encounters with Canada youth forum program, explored a wide-range of marketing issues affecting youth, including food advertising, body image, marketing practices on cell phones and apps and alcohol and tobacco promotions.