Description
Background
The purpose of this lesson is to train students in cyber bully response through age-appropriat
Teacher Reference Page - Quick Guide to Digital Programming: Delivery Methods & Instructions
Students closely follow the story and interactive lesson about text message etiquette featuring Dot & i. Students tje practice digital etiquette through follow-up activities and discussion. This lesson includes a lesson plan, printable activity pages, and interactive multimedia resources.
Teacher Reference Page - Answer Key: What You Can Do Activities
Dot helps i to respond to a cyber bullying situation. Young students will learn basic cyber bullying recognition and response skills through this interactive lesson featuring Dot & i. Includes a teacher guide, printable activity pages, and interactive media.
Student Handout 1 - Worksheet: Guided Practice - What You Can Do
Dot helps i to respond to a cyber bullying situation. Young students will learn basic cyber bullying recognition and response skills through this interactive lesson featuring Dot & i. Includes a teacher guide, printable activity pages, and interactive media.
Student Handout 2 - Worksheet: Lesson Activity - Making Choices
Dot helps i to respond to a cyber bullying situation. Young students will learn basic cyber bullying recognition and response skills through this interactive lesson featuring Dot & i. Includes a teacher guide, printable activity pages, and interactive media.
Student Handout 3 - Worksheet: Lesson Activity - You Can Be a Cyber Buddy
Dot helps i to respond to a cyber bullying situation. Young students will learn basic cyber bullying recognition and response skills through this interactive lesson featuring Dot & i. Includes a teacher guide, printable activity pages, and interactive media.
Student Handout 4 - Quiz: Response Skills
Dot helps i to respond to a cyber bullying situation. Young students will learn basic cyber bullying recognition and response skills through this interactive lesson featuring Dot & i. Includes a teacher guide, printable activity pages, and interactive media.
Description
Lesson Background
The purpose of this lesson is to enable students to construct the concept of a cyb
Teacher Reference Page - Transcript: Cyber Bully Talk with Dot & i
Dot helps i to understand what a cyber-bully says and does. Students will learn basic cyber bullying recognition skills through this interactive lesson featuring Dot & i. This lesson includes a teacher guide, printable activity pages, and interactive multimedia resources.
Teacher Reference Page - Quick Guide to Digital Programming: Delivery Methods & Instructions
Students closely follow the story and interactive lesson about text message etiquette featuring Dot & i. Students tje practice digital etiquette through follow-up activities and discussion. This lesson includes a lesson plan, printable activity pages, and interactive multimedia resources.
Student Handout 1 - Worksheet: Cyber Bully Talk with Dot & i
Dot helps i to understand what a cyber-bully says and does. Students will learn basic cyber bullying recognition skills through this interactive lesson featuring Dot & i. This lesson includes a teacher guide, printable activity pages, and interactive multimedia resources.
Student Handout 2 - Quiz: Cyber Bully Talk with Dot & i
Dot helps i to understand what a cyber-bully says and does. Students will learn basic cyber bullying recognition skills through this interactive lesson featuring Dot & i. This lesson includes a teacher guide, printable activity pages, and interactive multimedia resources.
Description
Lesson Overview
This lesson clarifies a common misunderstanding that buddies never say or do anything that would upset a friend.
Teacher Reference Page - Quick Guide to Digital Programming: Delivery Methods & Instructions
Students closely follow the story and interactive lesson about text message etiquette featuring Dot & i. Students tje practice digital etiquette through follow-up activities and discussion. This lesson includes a lesson plan, printable activity pages, and interactive multimedia resources.
Student Handout 1 - Worksheet: Guided Practice - Good Buddies Work Together
When i is teased at school due to a text message shared by his friend Dash, Dot helps him to understand that even buddies make mistakes. Students learn basic conflict resolution skills to prevent bullying. Includes a teacher guide, printable activity pages, and interactive multimedia resources.
Student Handout 2 - Worksheet: Lesson Activity - Matching Game
When i is teased at school due to a text message shared by his friend Dash, Dot helps him to understand that even buddies make mistakes. Students learn basic conflict resolution skills to prevent bullying. Includes a teacher guide, printable activity pages, and interactive multimedia resources.
Student Handout 3 - Quiz: Good Buddies Work Together
When i is teased at school due to a text message shared by his friend Dash, Dot helps him to understand that even buddies make mistakes. Students learn basic conflict resolution skills to prevent bullying. Includes a teacher guide, printable activity pages, and interactive multimedia resources.
Student Handout 4 - Worksheet: Narrative Writing Practice
When i is teased at school due to a text message shared by his friend Dash, Dot helps him to understand that even buddies make mistakes. Students learn basic conflict resolution skills to prevent bullying. Includes a teacher guide, printable activity pages, and interactive multimedia resources.
Description
Lesson Overview
This Webcast is designed to raise student awareness of the risks they face while communicating and forming relationships with others online.
Teacher Reference Page - Teens, Technology and Dating Relationships
Students examine and discuss the risks involved with forming relationships with others online. They come to understand how certain online relationships can be inappropriate and consider the pitfalls associated with forming online relationships. Students develop strategies to protect themselves from developing harmful relationships. As an Empowerment Activity, students create a short form documentary about online relationships.
Teacher Reference Page - Empowerment Project: iDrive Toolkit
Prepare students to make a positive influence on the world with 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.
Student Handout 1 - Empowerment: Short Form Documentary
Students examine and discuss the risks involved with forming relationships with others online. They come to understand how certain online relationships can be inappropriate and consider the pitfalls associated with forming online relationships. Students develop strategies to protect themselves from developing harmful relationships. As an Empowerment Activity, students create a short form documentary about online relationships.
Student Handout 2 - Empowerment: Personal Release Form
Download and complete this Personal Release Form for all media-based projects depicting personal likeness of individuals. Submit completed forms when sharing multimedia content with i-SAFE for educational purposes.
Student Handout 3 - Empowerment Project: iDrive Toolkit
Prepare students to make a positive influence on the world with 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.
Webcast Video - Cyber Relationships
Students examine and discuss the risks involved with forming relationships with others online. They come to understand how certain online relationships can be inappropriate and consider the pitfalls associated with forming online relationships. Students develop strategies to protect themselves from developing harmful relationships. As an Empowerment Activity, students create a short form documentary about online relationships.
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 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, as digital citizens, they participate in a community of real people in online places.
Lesson Plan - Grade 7: Community & Citizenship
Students understand that, as digital citizens, they participate in a community of real people in online places. They determine whether the places in physical and online communities are appropriate for 7th graders. They then discuss ways to effectively prevent and handle encounters with inappropriate people and places. Students interview their peers regarding their online experiences. They identify issues and challenges related to digital citizenship. They conduct a poll, analyze statistics and draw conclusions.
Student Handout 1 - Reference Page: Cyber Citizens
Students understand that, as digital citizens, they participate in a community of real people in online places. They determine whether the places in physical and online communities are appropriate for 7th graders. They then discuss ways to effectively prevent and handle encounters with inappropriate people and places. Students interview their peers regarding their online experiences. They identify issues and challenges related to digital citizenship. They conduct a poll, analyze statistics and draw conclusions.
Student Handout 2 - Worksheet: Interview Questions for Digital Citizens
Students understand that, as digital citizens, they participate in a community of real people in online places. They determine whether the places in physical and online communities are appropriate for 7th graders. They then discuss ways to effectively prevent and handle encounters with inappropriate people and places. Students interview their peers regarding their online experiences. They identify issues and challenges related to digital citizenship. They conduct a poll, analyze statistics and draw conclusions.
Student Handout 1S - Reference Page: Ciudadanos Cibernéticos (SPA)
Students understand that, as digital citizens, they participate in a community of real people in online places. They determine whether the places in physical and online communities are appropriate for 7th graders. They then discuss ways to effectively prevent and handle encounters with inappropriate people and places. Students interview their peers regarding their online experiences. They identify issues and challenges related to digital citizenship. They conduct a poll, analyze statistics and draw conclusions.
Student Handout 2S - Página de Actividades: Preguntas Sugeridas para Entrevista (SPA)
Students understand that, as digital citizens, they participate in a community of real people in online places. They determine whether the places in physical and online communities are appropriate for 7th graders. They then discuss ways to effectively prevent and handle encounters with inappropriate people and places. Students interview their peers regarding their online experiences. They identify issues and challenges related to digital citizenship. They conduct a poll, analyze statistics and draw conclusions.
Slideshow - Cyber Community Grade 7
Students understand that, as digital citizens, they participate in a community of real people in online places. They determine whether the places in physical and online communities are appropriate for 7th graders. They then discuss ways to effectively prevent and handle encounters with inappropriate people and places. Students interview their peers regarding their online experiences. They identify issues and challenges related to digital citizenship. They conduct a poll, analyze statistics and draw conclusions.
Description
Lesson Overview
Students analyze a series of online activities and determine whether the sit
Lesson - Risk Assessment
Students analyze a series of online activities and determine whether the situation presents low, moderate or high risk. They support their conclusion with reasoning and examples. Through collaborative discussion, students apply risk-assessment skills to daily life. As digital citizens, students come to understand their responsibility to make wise judgement and devise ways to minimize risk when online.
Student Handout 1 - Reference Page: Risk Assessment
Students analyze a series of online activities and determine whether the situation presents low, moderate or high risk. They support their conclusion with reasoning and examples. Through collaborative discussion, students apply risk-assessment skills to daily life. As digital citizens, students come to understand their responsibility to make wise judgement and devise ways to minimize risk when online.
Student Handout 2 - Worksheet: Online Risk Assessment Chart
Students analyze a series of online activities and determine whether the situation presents low, moderate or high risk. They support their conclusion with reasoning and examples. Through collaborative discussion, students apply risk-assessment skills to daily life. As digital citizens, students come to understand their responsibility to make wise judgement and devise ways to minimize risk when online.
Description
Student Instructions
Write, direct, and produce a five-minute documentary video podcast about a cyber safety topic. Use your creative skills to visually tell your story. We want to see it from you!
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.
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 the value of intellectual property. They acquire and use domain-specific key terms, and practice ethical decision-making regarding music piracy, plagiarism, and copyright infrigement in a number of scenarios. Students learn how to identify copyright materials, cite their sources and demonstrate respect for others' creative rights. Students produce and publish a PSA. Multimedia resources and activities feature Donny the Downloader.
Students review what they have learned about intellectual property. The correlating slideshow presents the definition of intellectual property, copyright laws and protections, fair use guidelines, plagiarism, source citations, and piracy. Students discuss ways to respect and protect intellectual property found online. They then create a media-based project to educate others and raise awareness of digital ethics.
Students review what they have learned about intellectual property. The correlating slideshow presents the definition of intellectual property, copyright laws and protections, fair use guidelines, plagiarism, source citations, and piracy. Students discuss ways to respect and protect intellectual property found online. They then create a media-based project to educate others and raise awareness of digital ethics.
Students review what they have learned about intellectual property. The correlating slideshow presents the definition of intellectual property, copyright laws and protections, fair use guidelines, plagiarism, source citations, and piracy. Students discuss ways to respect and protect intellectual property found online. They then create a media-based project to educate others and raise awareness of digital ethics.
Students review what they have learned about intellectual property. The correlating slideshow presents the definition of intellectual property, copyright laws and protections, fair use guidelines, plagiarism, source citations, and piracy. Students discuss ways to respect and protect intellectual property found online. They then create a media-based project to educate others and raise awareness of digital ethics.