Description
Lesson Overview
Students explore legal and ethical issues related to music piracy.
Unit - Learn IT B4U Burn IT
Students explore legal and ethical issues related to music piracy. They discover the economic impact of illegal downloads on the people who work in the entertainment and recording industry, and they determine the personal and legal consequences for unlawfully obtaining or distributing copyrighted music through the Internet. Upon completion of this unit, students create a Public Service Announcement that informs on the risks of piracy and legal alternatives to obtaining music online.
Lesson - Peer-to-Peer Networking
Students closely read informational text to learn about peer-to-peer (P2P) networks. They define P2P technology, examine a court ruling on a case of copyright violation, and discuss the consequences of piracy carried out through P2P networks. Students determine the privacy, safety, security and legal risks of P2P file-sharing. They then use domain-specific terminology in an activity.
Student Handout 6 - Reference Page: Peer-to-Peer Networking
Students closely read informational text to learn about peer-to-peer (P2P) networks. They define P2P technology, examine a court ruling on a case of copyright violation, and discuss the consequences of piracy carried out through P2P networks. Students determine the privacy, safety, security and legal risks of P2P file-sharing. They then use domain-specific terminology in an activity.
Student Handout 7 - Reference Page: Peer-to-Peer Networking: A Legal Case
Students closely read informational text to learn about peer-to-peer (P2P) networks. They define P2P technology, examine a court ruling on a case of copyright violation, and discuss the consequences of piracy carried out through P2P networks. Students determine the privacy, safety, security and legal risks of P2P file-sharing. They then use domain-specific terminology in an activity.
Description
Lesson Overview
Students investigate the problem of intellectual property violations that occur through the Internet.
Lesson - Webcast: Intellectual Property
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Student Handout 1 - Empowerment: Short Form Documentary
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Student Handout 2 - Empowerment: Personal Release Form
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Student Handout 3 - Empowerment: iDrive Toolkit
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Student Handout 4 - Empowerment: iDrive Student Advisory Board Flyer
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Teacher Reference Page - iDrive Teacher Toolkit
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Webcast Video - Intellectual Property
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Instructions
Write, direct, and produce a five-minute video that addresses Social Issues on the Internet.
What is the “big” question that your topic presents? This will become your theme for your documentary.
Create a list of questions that stem from your “big” question.
Write a chronological outline of how you want these questions answered. This will become the outline of your story.
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Students investigate the problem of intellectual property violations that occur through the Internet. Through the video and class discussion, students clarify misconceptions about using information and media found online for personal use and school assignments. They examine the consequences of intellectual property theft both for the owner and the person that violates ownership rights. Students come to understand that digital citizens respect and protect intellectual property rights.
Instructions
Write, direct, and produce a five minute video that addresses issues in the issue of Plagiarism
What is the “big” question that your topic presents? This will become your theme for your documentary.
Create a list of questions that stem from your “big” question.
Write a chronological outline of how you want these questions answered. This will become the outline of your story.
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.
Description
Lesson Overview
The ISAFE character “i-Buddy” demonstrates how computers can get sick with a virus. Students learn that a computer virus prevents a computer or device from functioning properly.
Lesson - Grade K: Cyber Security
The i-SAFE character “i-Buddy” demonstrates how computers can get sick with a virus. Students learn that a computer virus prevents a computer or device from functioning properly.
Student Handout 1 - Worksheet: Booklet
The i-SAFE character “i-Buddy” demonstrates how computers can get sick with a virus. Students learn that a computer virus prevents a computer or device from functioning properly.
Student Handout 1S - Worksheet: Booklet: i-Buddy Aprende Acerca de un Nuevo Virus (SPA)
The i-SAFE character “i-Buddy” demonstrates how computers can get sick with a virus. Students learn that a computer virus prevents a computer or device from functioning properly.
Student Handout 2S - Quiz: Evaluacion des Estudiantes Nivel K-2
The i-SAFE character “i-Buddy” demonstrates how computers can get sick with a virus. Students learn that a computer virus prevents a computer or device from functioning properly.
Description
Lesson Overview
Create a bulletin board to demonstrate Internet security tips/messages.
Lesson - Build a Bulletin Board About Cyber Security
As an Empowerment Activity, students use what they have learned about digital security to construct a bulletin board filled with security tips.
Spim: Mass Instant Messages or to send out mass IMs (like spam in e-mail).
File extensions: A string of letters at the end of a file name that explain the purpose of a file. For example,
hello. doc - .doc is the file extension. It explains the file is a document. .exe is an executable file – meaning it does
something. SCR stands for script and .vbs stands for visual basic, which is a programming language.
Attachment: Something is attached to the e-mail. It can be a document, a picture, or a program.
Students review what they already know and understand about malware. They examine cyber security issues ranging from a personal to national level. Students create and publish a Public Service Announcement (PSA) to inform others of the steps to prevent cyber security issues. Students accurately use domain-specific words and phrases in their PSA.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Description
Lesson Objectives
Students will develop an understanding the issues surrounding malware and secure e-mail protocol, and the necessity of enabling computer security functions to ensure computer security.
Unit - Grade 8: Cyber Security
Students review what they already know and understand about malware. They examine cyber security issues ranging from a personal to national level. Students create and publish a Public Service Announcement (PSA) to inform others of the steps to prevent cyber security issues. Students accurately use domain-specific words and phrases in their PSA.
Lesson - Point of Attack: Malware
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Student Handout 1 - Worksheet: KEWL Chart
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Student Handout 2 - Survey: Cyber Security Scenarios
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Student Handout 3 - Worksheet: Cyber Security Crossword Puzzle
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Student Handout 4 - Reference Page: Malicious Programs
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Student Handout 5 - Reference Page: Computer Security & Prevention Tips
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Student Handout 6 - Reference Page: More Cyber Security Terms to Know
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Directions
In your groups, read each scenario and decide which option you would choose. Think about why.
Students review what they already know and understand about malware. They examine cyber security issues ranging from a personal to national level. Students create and publish a Public Service Announcement (PSA) to inform others of the steps to prevent cyber security issues. Students accurately use domain-specific words and phrases in their PSA.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Malware – Malware are programs, such as worms and viruses, that include malicious code—code written
with the intent to harm, destroy, or annoy. “Code” is a term for the language(s) computer programs are
written in—the “code” tells the computer what and how to do things. Malware can attach to e-mail and carry
out their programming which can cause computers to work improperly.
Students review what they already know and understand about malware. They examine cyber security issues ranging from a personal to national level. Students create and publish a Public Service Announcement (PSA) to inform others of the steps to prevent cyber security issues. Students accurately use domain-specific words and phrases in their PSA.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.
Students build knowledge and understanding of malware and cybersecurity protocol through close reading of informational text and collaborative discussion. Students also use graphic organizers to aide in comprehension. They practice informed decision-making by responding to a series of cyber security scenarios.