Description
Lesson Overview
Students practice graphic representation of statistics related to e-Safety.
Unit - Integrated Math and Internet Safety
Students apply mathematical skills and concepts to collect, analyze and visually represent data sets related to e-Safety topics such as technology access, digital literacy, parental role in students' digital lives, digital security, cyber bullying, intellectual property, and personal safety. Resulting data sets may utilized as students prepare Empowerment projects and presentations that they will deliver on the school campus, in the local community, online and to the iDrive Student Advisory Board.
Lesson - More Graphing with Internet Safety
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 1 - Reference Page: Types of Graphs
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 2 - Reference Page: Statistical Data - Computer Basics
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 3 - Reference Page: Statistical Data - Parents & the Internet
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 4 - Reference Page: Statistical Data - Malicious Code
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 5 - Reference Page: Statistical Data - Cyber Bullying
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 6 - Reference Page: Statistical Data - Intellectual Property
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 7 - Reference Page: Statistical Data - Personal Safety
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Prepare students to make a positive influence on the world through iDrive. iDrive is the Youth Outreach and Empowerment program of i-SAFE. Student-driven projects promote digital citizenship by empowering students to purposefully engage online and to deeply contribute to their communities.
Prepare students to make a positive influence on the world through iDrive. iDrive is the Youth Outreach and Empowerment program of i-SAFE. Student-driven projects promote digital citizenship by empowering students to purposefully engage online and to deeply contribute to their communities.
Prepare students to make a positive influence on the world through iDrive. iDrive is the Youth Outreach and Empowerment program of i-SAFE. Student-driven projects promote digital citizenship by empowering students to purposefully engage online and to deeply contribute to their communities.
Prepare students to make a positive influence on the world through iDrive. iDrive is the Youth Outreach and Empowerment program of i-SAFE. Student-driven projects promote digital citizenship by empowering students to purposefully engage online and to deeply contribute to their communities.
Prepare students to make a positive influence on the world through iDrive. iDrive is the Youth Outreach and Empowerment program of i-SAFE. Student-driven projects promote digital citizenship by empowering students to purposefully engage online and to deeply contribute to their communities.
Prepare students to make a positive influence on the world through iDrive. iDrive is the Youth Outreach and Empowerment program of i-SAFE. Student-driven projects promote digital citizenship by empowering students to purposefully engage online and to deeply contribute to their communities.
Prepare students to make a positive influence on the world through iDrive. iDrive is the Youth Outreach and Empowerment program of i-SAFE. Student-driven projects promote digital citizenship by empowering students to purposefully engage online and to deeply contribute to their communities.
Students understand that information found on the Web is easy to select, copy and paste into one’s own written work. iDrive Digital Correspondents gather multiple perspectives on plagiarism and examine the present and future consequences for passing off another person’s work as their own. Students examine their own school policy on digital ethics and practice giving credit where credit is due. Use with iDrive Student Toolkit.
Students understand that information found on the Web is easy to select, copy and paste into one’s own written work. iDrive Digital Correspondents gather multiple perspectives on plagiarism and examine the present and future consequences for passing off another person’s work as their own. Students examine their own school policy on digital ethics and practice giving credit where credit is due. Use with iDrive Student Toolkit.
Students understand that information found on the Web is easy to select, copy and paste into one’s own written work. iDrive Digital Correspondents gather multiple perspectives on plagiarism and examine the present and future consequences for passing off another person’s work as their own. Students examine their own school policy on digital ethics and practice giving credit where credit is due. Use with iDrive Student Toolkit.
Students understand that information found on the Web is easy to select, copy and paste into one’s own written work. iDrive Digital Correspondents gather multiple perspectives on plagiarism and examine the present and future consequences for passing off another person’s work as their own. Students examine their own school policy on digital ethics and practice giving credit where credit is due. Use with iDrive Student Toolkit.
Students understand that information found on the Web is easy to select, copy and paste into one’s own written work. iDrive Digital Correspondents gather multiple perspectives on plagiarism and examine the present and future consequences for passing off another person’s work as their own. Students examine their own school policy on digital ethics and practice giving credit where credit is due. Use with iDrive Student Toolkit.
Students understand that information found on the Web is easy to select, copy and paste into one’s own written work. iDrive Digital Correspondents gather multiple perspectives on plagiarism and examine the present and future consequences for passing off another person’s work as their own. Students examine their own school policy on digital ethics and practice giving credit where credit is due. Use with iDrive Student Toolkit.
Students understand that information found on the Web is easy to select, copy and paste into one’s own written work. iDrive Digital Correspondents gather multiple perspectives on plagiarism and examine the present and future consequences for passing off another person’s work as their own. Students examine their own school policy on digital ethics and practice giving credit where credit is due. Use with iDrive Student Toolkit.
Netiquette is made from the word “etiquette” and refers to using good manners (the way you behave) when communicating online. Twitter etiquette is about using good manners when using Twitter.
When using Twitter for school assignments, Twitter etiquette includes using the general rules of good behavior you use at school, as well as guidelines for producing good written work.
Twitter in School – Etiquette Tips:
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
Students relate online privacy to personal safety in a class discussion about age-appropriate sites and apps. Through exploration of online registration forms and profiles, students discover the importance of following age requirements (COPPA) and protecting online identity. Students create a mock-up of a safe and secure online profile as part of their Empowerment Project: the designe of a virtual world called Sock Puppet Nation.
A tweet is limited to 140 characters, so it usually takes some thought to make the best use of those characters!
A Quality Tweet is:
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
When used as an integral part of the classroom protocol and routine, Twitter can offer unique and meaningful learning opportunities that model responsible use of social media and improved communication between teacher, parents and students. Classroom integration activities are included.
Students relate online privacy to personal safety in a class discussion about age-appropriate sites and apps. Through exploration of online registration forms and profiles, students discover the importance of following age requirements (COPPA) and protecting online identity. Students create a mock-up of a safe and secure online profile as part of their Empowerment Project: the designe of a virtual world called Sock Puppet Nation.
Description
COPPA LAWS: Protecting a Child’s Right to Privacy
The Children’s Online Privacy Protection Act is a set of laws, passed in 1998, that protects the online privacy of persons under the age of 13. Online service providers must notify parents and gain consent before collecting personal identifying information (e.g. name, birthdate, age, gender) from children. Additional identifying information includes geolocation data (GPS); images, videos, and audio files of the child’s voice; Web browser cookies; a mobile device identifier (IMEI number); and the IP address of a computer or device.
Student Handout - Reference Page: COPPA
Students recognize the importance of protecting online identity by engaging in class discussion. They list types of information that reveal personal identity; explain the purpose of protecting online identity; discuss the risks of revealing personally identifiable information; evaluate online profiles and behaviors for security and identity protection, and create a sketch of an online registration form and user profile for people under age 13.
Description
Note: Mozilla Firefox browser provided the optimum user experience during testing of Digital Instructional Content. Be sure to use the most updated version of the Web browser.
ISAFE Digital Learning Player: Whole-Class or Group Instruction
Lesson Plan - Social Media and Privacy with Dot & i (Digital)
Dot helps i to understand responsible use of social media while attending a friend’s birthday party. Students learn how to respect others’ privacy and practice safe social networking through this interactive lesson featuring Dot & i. The lesson includes a teacher guide, printable activity pages, and interactive multimedia resources.
Click on the image below to access this resource.
Array Click Here
Students develop an informed perspective on Internet privacy. They explore personal privacy and consumer privacy. They review privacy policies and determine whether a situation constitutes an “invasion of privacy.” Students are empowered to protect their privacy online. iDrive Empowerment Activity included.
Students discuss their comfort level with sharing their data and personal details with online services and companies. They review the common practices of online services and develop a perspective on consumer data privacy by examining the privacy policies of sites and services.
Students discuss their comfort level with sharing their data and personal details with online services and companies. They review the common practices of online services and develop a perspective on consumer data privacy by examining the privacy policies of sites and services.
Students discuss their comfort level with sharing their data and personal details with online services and companies. They review the common practices of online services and develop a perspective on consumer data privacy by examining the privacy policies of sites and services.
Students discuss their comfort level with sharing their data and personal details with online services and companies. They review the common practices of online services and develop a perspective on consumer data privacy by examining the privacy policies of sites and services.
Students discuss their comfort level with sharing their data and personal details with online services and companies. They review the common practices of online services and develop a perspective on consumer data privacy by examining the privacy policies of sites and services.
Click on the image below to access this resource.
Array Click Here
Students develop an informed perspective on Internet privacy. They explore personal privacy and consumer privacy. They review privacy policies and determine whether a situation constitutes an “invasion of privacy.” Students are empowered to protect their privacy online. iDrive Empowerment Activity included.
Students develop an informed perspective on Internet privacy. They explore personal privacy and consumer privacy. They review privacy policies and determine whether a situation constitutes an “invasion of privacy.” Students are empowered to protect their privacy online. iDrive Empowerment Activity included.
Students develop an informed perspective on Internet privacy. They explore personal privacy and consumer privacy. They review privacy policies and determine whether a situation constitutes an “invasion of privacy.” Students are empowered to protect their privacy online. iDrive Empowerment Activity included.
Students develop an informed perspective on Internet privacy. They explore personal privacy and consumer privacy. They review privacy policies and determine whether a situation constitutes an “invasion of privacy.” Students are empowered to protect their privacy online. iDrive Empowerment Activity included.
Click on the image below to access this resource.
Array Click Here
Students develop an informed perspective on Internet privacy. They explore personal privacy and consumer privacy. They review privacy policies and determine whether a situation constitutes an “invasion of privacy.” Students are empowered to protect their privacy online. iDrive Empowerment Activity included.
In this lesson, students explore the concept of invasion of privacy. They research key terms in order to better understand the technologies and online practices that intrude on their right to privacy. Students deconstruct the legal definition of “invasion of privacy” into four categories and decide whether a particular practice is highly invasive, moderately invasive or non-invasive. Students use their understanding of privacy policies, and their knowledge of key terms, to support their opinions.
In this lesson, students explore the concept of invasion of privacy. They research key terms in order to better understand the technologies and online practices that intrude on their right to privacy. Students deconstruct the legal definition of “invasion of privacy” into four categories and decide whether a particular practice is highly invasive, moderately invasive or non-invasive. Students use their understanding of privacy policies, and their knowledge of key terms, to support their opinions.
In this lesson, students explore the concept of invasion of privacy. They research key terms in order to better understand the technologies and online practices that intrude on their right to privacy. Students deconstruct the legal definition of “invasion of privacy” into four categories and decide whether a particular practice is highly invasive, moderately invasive or non-invasive. Students use their understanding of privacy policies, and their knowledge of key terms, to support their opinions.
In this lesson, students explore the concept of invasion of privacy. They research key terms in order to better understand the technologies and online practices that intrude on their right to privacy. Students deconstruct the legal definition of “invasion of privacy” into four categories and decide whether a particular practice is highly invasive, moderately invasive or non-invasive. Students use their understanding of privacy policies, and their knowledge of key terms, to support their opinions.
In this lesson, students explore the concept of invasion of privacy. They research key terms in order to better understand the technologies and online practices that intrude on their right to privacy. Students deconstruct the legal definition of “invasion of privacy” into four categories and decide whether a particular practice is highly invasive, moderately invasive or non-invasive. Students use their understanding of privacy policies, and their knowledge of key terms, to support their opinions.