Description
Lesson Overview
Students identify various online roles (e.g., observer, creator, shopper, researcher, worker, gamer, consumer, explorer, friend, messenger, etc.), examine how these
Lesson Plan - Roles on the Internet
Students identify various online roles (e.g., observer, creator, shopper, researcher, worker, gamer, consumer, explorer, friend, messenger, etc.). They examine how these roles were carried out prior to the widespread adoption of the Internet. They then discuss the importance of practicing digital citizenship in a connected world.
Student Handout 1 - Worksheet: The Online Community
Students identify various online roles (e.g., observer, creator, shopper, researcher, worker, gamer, consumer, explorer, friend, messenger, etc.). They examine how these roles were carried out prior to the widespread adoption of the Internet. They then discuss the importance of practicing digital citizenship in a connected world.
Student Handout 2 - Empowerment: Create Your Internet Safety Message with Video
Students identify various online roles (e.g., observer, creator, shopper, researcher, worker, gamer, consumer, explorer, friend, messenger, etc.). They examine how these roles were carried out prior to the widespread adoption of the Internet. They then discuss the importance of practicing digital citizenship in a connected world.
Description
Lesson Overview
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness.
Lesson Plan - Grade 8: Community & Citizenship
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 1 - Worksheet: Cyber Community Savvy
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 2 - Reference Page: Build Your Cyber Savvy
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 3 - Reference Page: Decoding the URL
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 4 - Worksheet: Website Evaluation Tool
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 5 - Reference Page: Webpage 1: "Killer Bees are Coming!"
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 6 - Reference Page: Webpage 2: "Welcome to the Killer Bee Super Site!"
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 7 - Reference Page: Webpage 3: "Killer Bees Make Killer Coffee"
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 8 - Empowerment: Promote Media Literacy with Visual Media
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 1S - Página de Actividades—Conocimiento de la Comunidad Cibernética (SPA)
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 2S - Página de Actividades—Construye tu Conocimiento Cibernético (SPA)
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 3S - Página de Actividades—Recomendaciones para Búsquedas en Internet (SPA)
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 4S - Página de Actividades—Herramientas para Evaluar Sitios de la Red (SPA)
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 5S - Página de Referencia—Las Abejas Asesinas Vienen! (SPA)
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 6S - Página de Referencia—Bienvenido al Súper Sitio de Abejas Asesinas! (SPA)
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Student Handout 7S - Página de Referencia—Las Abejas “Asesinas” hacen Café “Asesino” (SPA)
Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.
Description
Lesson Overview
Students participate in a survey that gathers information about their experiences and perspectives on digital life.
Lesson Plan - Cyber Community Survey
Students participate in a survey that gathers information about their experiences and perspectives on digital life. They compare and contrast attributes of the online and offline world in a collaborative discussion. Students analyze survey data, discuss results and draw conclusions about the way that digital communication shapes and is shaped by society. Student activities include survey completion and compilation of results.
Student Handout - Survey: Community Survey
Students participate in a survey that gathers information about their experiences and perspectives on digital life. They compare and contrast attributes of the online and offline world in a collaborative discussion. Students analyze survey data, discuss results and draw conclusions about the way that digital communication shapes and is shaped by society. Student activities include survey completion and compilation of results.
Student Handout - Encuesta de la Comunidad
Students participate in a survey that gathers information about their experiences and perspectives on digital life. They compare and contrast attributes of the online and offline world in a collaborative discussion. Students analyze survey data, discuss results and draw conclusions about the way that digital communication shapes and is shaped by society. Student activities include survey completion and compilation of results.
Public Service Announcements – PSA
Grab people’s attention and educate them at the same time!
Your Goal
Explore the safety issues involved with Internet piracy and develop a public service announcement to educate
others about the risks of, and legal alternatives to, piracy.
The PSA can be audio, video, or live. Part of the project is locating a broadcast medium.
Students come to understand that intellectual property has value. They examine the laws that protect creative works from being copied, distributed, performed or changed without proper permission from the rights holder. Students determine the real-world consequences for copyright infringement including piracy and plagiarism. They consider the privacy, security, safety and legal risks associated with Peer-to-Peer (P2P) file-sharing technology. Students use what they have learned to educate others to respect ownership rights in an online culture by producing a Public Service Announcement.
Students come to understand that intellectual property has value. They examine the laws that protect creative works from being copied, distributed, performed or changed without proper permission from the rights holder. Students determine the real-world consequences for copyright infringement including piracy and plagiarism. They consider the privacy, security, safety and legal risks associated with Peer-to-Peer (P2P) file-sharing technology. Students use what they have learned to educate others to respect ownership rights in an online culture by producing a Public Service Announcement.
Students come to understand that intellectual property has value. They examine the laws that protect creative works from being copied, distributed, performed or changed without proper permission from the rights holder. Students determine the real-world consequences for copyright infringement including piracy and plagiarism. They consider the privacy, security, safety and legal risks associated with Peer-to-Peer (P2P) file-sharing technology. Students use what they have learned to educate others to respect ownership rights in an online culture by producing a Public Service Announcement.
Students come to understand that intellectual property has value. They examine the laws that protect creative works from being copied, distributed, performed or changed without proper permission from the rights holder. Students determine the real-world consequences for copyright infringement including piracy and plagiarism. They consider the privacy, security, safety and legal risks associated with Peer-to-Peer (P2P) file-sharing technology. Students use what they have learned to educate others to respect ownership rights in an online culture by producing a Public Service Announcement.
Description
Lesson Background
For centuries, character, morality and appropriate social behavior have been the unde
Student Handout 1 - Reference Page: Student Workbook Introduction
As students determine the central lesson found in modern derivatives of classic children's stories, they are challenged to think critically, creatively and philosophically about the implications in their own lives. At the conclusion of the unit, students reflect on the benefits and drawbacks of modern technology, and they write their own narrative based on a digital citizenship theme.
Student Handout 2 - Reference Page: Story 1: The Story of the Pig Family
As students determine the central lesson found in modern derivatives of classic children's stories, they are challenged to think critically, creatively and philosophically about the implications in their own lives. At the conclusion of the unit, students reflect on the benefits and drawbacks of modern technology, and they write their own narrative based on a digital citizenship theme.
Student Handout 3 - Worksheet: Bad Habits: The Pigs
As students determine the central lesson found in modern derivatives of classic children's stories, they are challenged to think critically, creatively and philosophically about the implications in their own lives. At the conclusion of the unit, students reflect on the benefits and drawbacks of modern technology, and they write their own narrative based on a digital citizenship theme.
Student Handout 4 - Reference Page: Uma Duck, a.k.a. Ugly
"Uma Duck a.k.a. Ugly" is a story about cyber bullying and the potential advantages of social networking. Students determine the central message in the story. They compare the adaptation with the original tale “The Ugly Duckling.” They reflect on the conflicts that they may have experienced online and then write a narrative in which the central character overcomes a conflict or challenge in a unique and positive way.
Student Handout 5 - Worksheet: Bad Habits: A Duck
Story 2: Uma Duck a.k.a. Ugly "Uma Duck a.k.a. Ugly" is a story about cyber bullying and the potential advantages of social networking. Students determine the central message in the story. They compare the adaptation with the original tale “The Ugly Duckling.” They reflect on the conflicts that they may have experienced online and then write a narrative in which the central character overcomes a conflict or challenge in a unique and positive way.
Student Handout 6 - Reference Page: Goldy Locks and the Three Bears
Goldy Locks comes to terms with intellectual property, copyright and plagiarism. Students identify the ethical guidelines that "Goldy" crosses in the both the original story and the 21st century version. They then discuss the consequences that the central character faced in the story. Students write a short skit that illustrates the consequences of violating intellectual property rights, laws and ethical guidelines for creative works found online.
Student Handout 7 - Worksheet: Breaking Rules: Goldy Locks
Goldy Locks comes to terms with intellectual property, copyright and plagiarism. Students identify the ethical guidelines that "Goldy" crosses in the both the original story and the 21st century version. They then discuss the consequences that the central character faced in the story. Students write a short skit that illustrates the consequences of violating intellectual property rights, laws and ethical guidelines for creative works found online.
Student Handout 8 - Reference Page: Henny Penny
Students read the 21st century tale to discover that Henny Penny thinks the sky is falling because of what she receives in her e-mail inbox. Students conclude that, unlike Henny Penny, they cannot believe everything that they read or hear. They then suggest reasons that people publish biased or fabricated information online and electronic messages. Students identify ways to distinguish between fact and opinion; objective and biased information; valid or false claims. They then list the steps to verify information from online sources and e-mails.
Student Handout 9 - Worksheet: Good Practices: Building Knowledge
Students read the 21st century tale to discover that Henny Penny thinks the sky is falling because of what she receives in her e-mail inbox. Students conclude that, unlike Henny Penny, they cannot believe everything that they read or hear. They then suggest reasons that people publish biased or fabricated information online and electronic messages. Students identify ways to distinguish between fact and opinion; objective and biased information; valid or false claims. They then list the steps to verify information from online sources and e-mails.
Student Handout 10 - Worksheet: Unit Review and Reflection
As students determine the central lesson found in modern derivatives of classic children's stories, they are challenged to think critically, creatively and philosophically about the implications in their own lives. At the conclusion of the unit, students reflect on the benefits and drawbacks of modern technology, and they write their own narrative based on a digital citizenship theme.
Description
Lesson Overview
Students come to understand that gangs have used the Internet to promote unlawful activity. They examine the impact that negative groups have on society.
Lesson Plan - Negative Networking: Terrorists, Gangs, and Cults
Students come to understand that gangs have used the Internet to promote unlawful activity. They examine the impact that negative groups have on society. Students help to create a safer environment at school and in the community by designing visual media to illustrate how to anonymously report gang-related sites while promoting positive networking.
Student Handout - Reference Page: Negative Networking
Students come to understand that gangs have used the Internet to promote unlawful activity. They examine the impact that negative groups have on society. Students help to create a safer environment at school and in the community by designing visual media to illustrate how to anonymously report gang-related sites while promoting positive networking.
Description
Lesson Overview
Students investigate current laws regarding online gambling and determine the risks and consequences of Internet casinos.
Lesson Plan - Online Gambling
Students investigate current laws regarding online gambling and determine the risks and consequences of Internet casinos. They collaborate in groups to construct a persuasive argument, either in favor or opposed to laws addressing online gambling, and participate in a debate. A debate workbook is included.
Student Handout 1 - Reference Page: Online Gambling
Students investigate current laws regarding online gambling and determine the risks and consequences of Internet casinos. They collaborate in groups to construct a persuasive argument, either in favor or opposed to laws addressing online gambling, and participate in a debate. A debate workbook is included.
Student Handout 2 - Reference Page: Debate Information and Rules
Students investigate current laws regarding online gambling and determine the risks and consequences of Internet casinos. They collaborate in groups to construct a persuasive argument, either in favor or opposed to laws addressing online gambling, and participate in a debate. A debate workbook is included.
Student Handout 3 - Worksheet: Debate Preparation Worksheet
Students investigate current laws regarding online gambling and determine the risks and consequences of Internet casinos. They collaborate in groups to construct a persuasive argument, either in favor or opposed to laws addressing online gambling, and participate in a debate. A debate workbook is included.
Student Handout 1S - Página de Referencia: Juegos de Apuestas en Línea
Students investigate current laws regarding online gambling and determine the risks and consequences of Internet casinos. They collaborate in groups to construct a persuasive argument, either in favor or opposed to laws addressing online gambling, and participate in a debate. A debate workbook is included.
Student Handout 2S - Página de Referencia: Información del Debate y Reglas
Students investigate current laws regarding online gambling and determine the risks and consequences of Internet casinos. They collaborate in groups to construct a persuasive argument, either in favor or opposed to laws addressing online gambling, and participate in a debate. A debate workbook is included.
Student Handout 3S - Hoja de Trabajo para la Preparación del Debate
Students investigate current laws regarding online gambling and determine the risks and consequences of Internet casinos. They collaborate in groups to construct a persuasive argument, either in favor or opposed to laws addressing online gambling, and participate in a debate. A debate workbook is included.
Description
Lesson Overview
Students will define "textiquette" as they examine appropriate versus inappropriate behaviors in text messaging.
Lesson Plan - Textiquette Basics
Students learn social etiquette for mobile devices. They distinguish between appropriate and inappropriate text messaging behaviors, and develop a code of conduct to promote safe and responsible text message etiquette (textiquette).
Student Handout - Empowerment: Text Messaging Code of Conduct
Students learn social etiquette for mobile devices. They distinguish between appropriate and inappropriate text messaging behaviors, and develop a code of conduct to promote safe and responsible text message etiquette (textiquette).
Slideshow - Textiquette Basics
Students learn social etiquette for mobile devices. They distinguish between appropriate and inappropriate text messaging behaviors, and develop a code of conduct to promote safe and responsible text message etiquette (textiquette).
Description
Lesson Overview
This lesson involves an exercise in empathy and media literacy. Students read a series of images to determine the feelings of each character.
Teacher Resource - Image 1: Nate & Billy Show Positive Feelings Offline
This lesson involves an excercise in empathy. Students read a series of images to determine the feelings of each character. Through discussion, students compare bullying with cyber bullying to gain a basic awareness of how bullying can occur online. They also learn how to disengage from cyber bullies, and the value of talking with an adult if bullied online or off. Students pledge to be buddies not bullies.
Teacher Resource - Image 2: Nate & Billy Show Negative Feelings Offline
This lesson involves an excercise in empathy. Students read a series of images to determine the feelings of each character. Through discussion, students compare bullying with cyber bullying to gain a basic awareness of how bullying can occur online. They also learn how to disengage from cyber bullies, and the value of talking with an adult if bullied online or off. Students pledge to be buddies not bullies.
Teacher Resource - Image 3: Nate & Billy Show Positive Feelings Online
This lesson involves an excercise in empathy. Students read a series of images to determine the feelings of each character. Through discussion, students compare bullying with cyber bullying to gain a basic awareness of how bullying can occur online. They also learn how to disengage from cyber bullies, and the value of talking with an adult if bullied online or off. Students pledge to be buddies not bullies.
Teacher Resource - Image 4: Nate & Billy Show Negative Feelings Online
This lesson involves an excercise in empathy. Students read a series of images to determine the feelings of each character. Through discussion, students compare bullying with cyber bullying to gain a basic awareness of how bullying can occur online. They also learn how to disengage from cyber bullies, and the value of talking with an adult if bullied online or off. Students pledge to be buddies not bullies.
Student Workbook - Super Cyber Buddies
This lesson involves an excercise in empathy. Students read a series of images to determine the feelings of each character. Through discussion, students compare bullying with cyber bullying to gain a basic awareness of how bullying can occur online. They also learn how to disengage from cyber bullies, and the value of talking with an adult if bullied online or off. Students pledge to be buddies not bullies.
Description
Lesson Overview
Students come to understand that people are all are alike in many ways, but also unique. Through discussion and activities, student gain a basic awareness of how bullying can occur online.
Student Handout 1 - Worksheet: Bullying Hurts
Students come to understand that people are all are alike in many ways, but also unique. Through discussion and activities, student gain a basic awareness of how bullying can occur online. They relate bullying with cyber bullying, create posters and sign a pledge.
Student Handout 2 - Empowerment: Buddies Not Bullies Poster
Students come to understand that people are all are alike in many ways, but also unique. Through discussion and activities, student gain a basic awareness of how bullying can occur online. They relate bullying with cyber bullying, create posters and sign a pledge.
Student Handout 3 - Empowerment: Good Friend Pledge
Students come to understand that people are all are alike in many ways, but also unique. Through discussion and activities, student gain a basic awareness of how bullying can occur online. They relate bullying with cyber bullying, create posters and sign a pledge.