Students learn how to exercise ethics and responsibility while incorporating the information and media that they find online into their school assignments. They conduct a short research project on copyright and fair use and identify ways to give credit where credit is due. Students acquire and use domain-specific terms and phrases in their response to investigative questions. They then examine a series of scenarios and decide on actions that follow legal and ethical guidelines.

Students learn how to exercise ethics and responsibility while incorporating the information and media that they find online into their school assignments. They conduct a short research project on copyright and fair use and identify ways to give credit where credit is due. Students acquire and use domain-specific terms and phrases in their response to investigative questions. They then examine a series of scenarios and decide on actions that follow legal and ethical guidelines.

Students learn how to exercise ethics and responsibility while incorporating the information and media that they find online into their school assignments. They conduct a short research project on copyright and fair use and identify ways to give credit where credit is due. Students acquire and use domain-specific terms and phrases in their response to investigative questions. They then examine a series of scenarios and decide on actions that follow legal and ethical guidelines.

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.

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.

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).

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).

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).

Our Cultural Awareness Series: Hawaii Students develop cultural awareness. They relate stories and themes of Hawaiian cultural heritage to e-Safety principles and the responsibilities of digital citizenship. Students engage in meaningful projects that incorporate cultural concepts, digital citizenship and English Language Arts skills: reading, writing, speaking and listening.

Students closely read a short story that conveys the theme of respect in Hawaiian culture. Students discuss ways to show respect for cultural heritage as well as ways to show respect toward others online. They listen to a song about respect, illustrate a picture of what respect means to them, and write a narrative text that incorporates aspects of Hawaiian culture as well as digital citizenship and e-Safety principles.

Students closely read a short story that conveys the theme of respect in Hawaiian culture. Students discuss ways to show respect for cultural heritage as well as ways to show respect toward others online. They listen to a song about respect, illustrate a picture of what respect means to them, and write a narrative text that incorporates aspects of Hawaiian culture as well as digital citizenship and e-Safety principles.

Students explore the concepts of community and citizenship. They understand that a community is comprised of people and places, and they relate online communities to the physical communities in which they live. Students use their critical thinking skills to identify examples of appropriate and inappropriate places for 5th graders to visit online and offline. They conclude that digital citizens make responsible choices regarding the places that they visit online. Students use what they have gained from collaborative discussions to create an online community map.

Students explore the concepts of community and citizenship. They understand that a community is comprised of people and places, and they relate online communities to the physical communities in which they live. Students use their critical thinking skills to identify examples of appropriate and inappropriate places for 5th graders to visit online and offline. They conclude that digital citizens make responsible choices regarding the places that they visit online. Students use what they have gained from collaborative discussions to create an online community map.

Students explore the concepts of community and citizenship. They understand that a community is comprised of people and places, and they relate online communities to the physical communities in which they live. Students use their critical thinking skills to identify examples of appropriate and inappropriate places for 5th graders to visit online and offline. They conclude that digital citizens make responsible choices regarding the places that they visit online. Students use what they have gained from collaborative discussions to create an online community map.

Students understand the safety and security risks associated with online gaming, and they develop an action plan for informing others of how to safely participate in online games.

Students understand the safety and security risks associated with online gaming, and they develop an action plan for informing others of how to safely participate in online games.

Students understand the safety and security risks associated with online gaming, and they develop an action plan for informing others of how to safely participate in online games.

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.

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.

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.

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.

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.

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.