Required Lesson
Grades: 3-5
Unit 3
Lesson 1: Talking Safely Online
Estimated Time: 45 Minutes
What’s the difference between Internet friends and real-life, face-to-face pals?
Students learn that the Internet is a great place to develop rewarding online relationships. But they also learn to be cautious and to never reveal private information to a person they know only online without asking their parent or a trusted adult for permission. Students discuss the difference between online and real-life friendships, explore an online chat scenario, and complete and sign a checklist for safe online chatting.
Objectives:
Students learn that the Internet is a great place to develop rewarding online relationships. But they also learn to be cautious and to never reveal private information to a person they know only online without asking their parent or a trusted adult for permission. Students discuss the difference between online and real-life friendships, explore an online chat scenario, and complete and sign a checklist for safe online chatting.
Objectives:
- Compare and contrast online friends and real-life, face-to-face pals
- Understand that private information should not be given to anyone online without the permission of a trusted adult
- Learn how to respond if an online friend asks them personal questions
Key Vocabulary:
Uncomfortable: Anxious; uneasy
Monitor (noun): Someone who closely observes and controls a situation, like a referee
Monitor (verb): To observe closely
Uncomfortable: Anxious; uneasy
Monitor (noun): Someone who closely observes and controls a situation, like a referee
Monitor (verb): To observe closely
Materials and Preparations:
- Prepare by reading the Talking Safely Online Full Lesson Plan (below)
- Make a copy of the The Right Answer Student Handout for each student (found in the Talking Safely Online Full Lesson Plan)
- Chalkboard or whiteboard
- Review the Talking Safely Online Lesson In Action video to help you prepare for this lesson.
- Send parents the Talking Safely Online Parent Tip Sheet (below)
Teacher Resources:
Talking Safely Online Lesson In Action video
Talking Safely Online Full Lesson Plan | |
File Size: | 798 kb |
File Type: |
Talking Safely Online Parent Tip Sheet | |
File Size: | 224 kb |
File Type: |
UNIT 3 Student Packet with Worksheets | |
File Size: | 1847 kb |
File Type: |
Required Lesson
Grades: 3-5
Unit 3
Lesson 4: What's Cyberbullying?
Estimated Time: 45 Minutes
What is cyberbullying, and how do you deal with it?
Students discuss positive and negative aspects of interacting with others online. Students learn the definition of cyberbullying and help the teacher fill in a Venn diagram that compares in-person bullying with cyberbullying. They then read a story of a student who is cyberbullied, identifying the players involved and how the target might feel.
Objectives:
Students discuss positive and negative aspects of interacting with others online. Students learn the definition of cyberbullying and help the teacher fill in a Venn diagram that compares in-person bullying with cyberbullying. They then read a story of a student who is cyberbullied, identifying the players involved and how the target might feel.
Objectives:
- empathize with the targets of cyberbullying.
- recognize some of the key similarities and differences between in-person bullying and cyberbullying.
- identify strategies for dealing responsibly with cyberbullying.
Key Vocabulary:
Cyberbullying: the use of digital media tools such as the Internet and cell phones to deliberately upset or harass someone else
Target: the person being cyberbullied
Empathize: to imagine the feelings that someone else is experiencing
Cyberbullying: the use of digital media tools such as the Internet and cell phones to deliberately upset or harass someone else
Target: the person being cyberbullied
Empathize: to imagine the feelings that someone else is experiencing
Materials and Preparations:
- Prepare by reading the What's Cyberbullying? Full Lesson Plan (below)
- Make a copy of the The Right Answer Student Handout for each student (found in the What's Cyberbullying Full Lesson Plan)
- Chalkboard or whiteboard
- Send parents the Talking Safely Online Parent Tip Sheet (below)
Teacher Resources:
What's Cyberbullying? Full Lesson Plan | |
File Size: | 407 kb |
File Type: |
Talking Safely Online Parent Tip Sheet | |
File Size: | 224 kb |
File Type: |
UNIT 3 Student Packet with Worksheets | |
File Size: | 1847 kb |
File Type: |
Supplemental Lesson
Grades: 3-5
Unit 1
Lesson 1: Rings of Responsibility
Estimated Time: 45 Minutes
What kinds of responsibilities does a good digital citizen have?
Students explore what it means to take on responsibilities in both their offline and online communities as a way to learn how to be good digital citizens. Students sit in circles, which depict the “Rings of Responsibility,” in order to explore the responsibilities they have to themselves, friends and family, and larger communities, both offline and online.
Objectives:
Students explore what it means to take on responsibilities in both their offline and online communities as a way to learn how to be good digital citizens. Students sit in circles, which depict the “Rings of Responsibility,” in order to explore the responsibilities they have to themselves, friends and family, and larger communities, both offline and online.
Objectives:
- reflect upon their offline responsibilities
- examine their online responsibilities
- learn that good digital citizens are responsible and respectful in the digital world (and beyond)
Key Vocabulary
Responsibility: an obligation or duty you have to yourself or others
Community: a group of people with a common background or shared interests
Digital Citizen: a member of a worldwide community linked by the Internet
Responsibility: an obligation or duty you have to yourself or others
Community: a group of people with a common background or shared interests
Digital Citizen: a member of a worldwide community linked by the Internet
Preparation and Materials:
- Prepare by reading the Rings of Responsibility Full Lesson Plan (below)
- Make a copy of the Rings of Responsibility handout for each student (found in the Rings of Responsibility Full Lesson Plan)
- Prepare to draw the Rings of Responsibility (refer to Teach 1) on the board.
- Create a version of the Rings of Responsibility in your classroom, large enough for students to sit or stand in. You may want to
- Outline the three rings using masking tape or by forming concentric circles with chairs. You could also use chalk outside if possible.
Teacher Resources:
Rings of Responsibility Full Lesson Plan | |
File Size: | 572 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 1692 kb |
File Type: |
Supplemental Lesson
Grades: 3-5
Unit 1
Lesson 2: Private and Personal Information
Estimated Time: 45 Minutes
How can you protect yourself from online identity theft?
As students visit sites that request information about their identity, they learn to adopt a critical inquiry process that empowers them to protect themselves and their families from identity theft. In this lesson, students learn to think critically about the user information that some websites request or require. They learn the difference between private information and personal information, distinguishing what is safe and unsafe to share online.
Objectives:
As students visit sites that request information about their identity, they learn to adopt a critical inquiry process that empowers them to protect themselves and their families from identity theft. In this lesson, students learn to think critically about the user information that some websites request or require. They learn the difference between private information and personal information, distinguishing what is safe and unsafe to share online.
Objectives:
- learn about the benefits of sharing information online, but also about the safety and security risks of sharing certain types of information
- understand what type of information can put them at risk for identity theft and other scams
- distinguish between personal information, which is safe to share online, and private information, which is unsafe to share
Key Vocabulary
Register (online): to enter your information in order to sign up and get access to a website
Personal Information: information that can’t be used to identify you, such as your age, gender, how many brothers and sisters you have, your favorite food, etc.
Private Information: information that can be used to identify you, such as your Social Security number, postal address, email address, phone number, etc.
Identity Theft: when a thief steals someone’s private information in order to pretend to be that person
Register (online): to enter your information in order to sign up and get access to a website
Personal Information: information that can’t be used to identify you, such as your age, gender, how many brothers and sisters you have, your favorite food, etc.
Private Information: information that can be used to identify you, such as your Social Security number, postal address, email address, phone number, etc.
Identity Theft: when a thief steals someone’s private information in order to pretend to be that person
Preparations and Materials:
- Prepare by reading the Private and Personal Information Full Lesson Plan (below)
- Make a copy of the Private and Personal Information handout for each student (found in the Private and Personal Information Full Lesson Plan)
- Preview the websites Neopets (www.neopets.com), Nickelodeon (www.nick.com), and BookAdventure (www.bookadventure.org) and be prepared to show them to the class.
- Chalkboard or white board
Teacher Resources:
Private and Personal Information Full Lesson Plan | |
File Size: | 781 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 1692 kb |
File Type: |
Supplemental Lesson
Grades: 3-5
Unit 1
Lesson 3: The Power of Words
Estimated Time: 45 Minutes
What should you do when someone uses mean or scary language on the Internet?Students consider that they may encounter online messages from other kids that can make them feel angry, hurt, sad, or fearful. They explore ways to handle cyberbullying and how to respond in the face of upsetting language online. Students discuss all the ways they use technology for communication, put themselves in the shoes of children who are cyberbullied on a kids’ game website, and explore both the similarities and differences between in-person versus online communication. Students then brainstorm ways to respond to cyberbullying.
Objectives:
Objectives:
- empathize with those who have received mean and hurtful messages.
- judge what it means to cross the line from harmless to harmful communication online.
- generate solutions for dealing with cyberbullying.
Key Vocabulary
Frustrated: irritated at not being able to do what you want
Cyberbully (verb): using technology tools such as the Internet and cell phones to deliberately upset someone else
Ethics: ideas about how people should act and behave
Frustrated: irritated at not being able to do what you want
Cyberbully (verb): using technology tools such as the Internet and cell phones to deliberately upset someone else
Ethics: ideas about how people should act and behave
Materials and Preparations:
- Prepare by reading The Power of Words Full Lesson Plan (below)
- Make a copy of The Power of Words handout for each student (found in The Power of Words Full Lesson Plan packet)
Teacher Resources:
The Power of Words Full Lesson Plan | |
File Size: | 1154 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 1692 kb |
File Type: |
Supplemental Lesson
Grades: 3-5
Unit 1
Lesson 4: The Key to Keywords
Estimated Time: 45 Minutes
Which keywords will give you the best search results?
Students learn strategies to increase the accuracy of their keyword searches. They compare the number and kinds of sites obtained and make inferences about the effectiveness of the strategies. Working in pairs, students use the Fetch! Student Handout to answer an assigned question. They use one, two, then multiple keywords, and discover that when it comes to keyword searches, more words are better than one. Using the Doggy Data Student Handout, students then devise their own search strategies to find information, using multiple keywords, synonyms, and alternative words and phrases.
Objectives:
Students learn strategies to increase the accuracy of their keyword searches. They compare the number and kinds of sites obtained and make inferences about the effectiveness of the strategies. Working in pairs, students use the Fetch! Student Handout to answer an assigned question. They use one, two, then multiple keywords, and discover that when it comes to keyword searches, more words are better than one. Using the Doggy Data Student Handout, students then devise their own search strategies to find information, using multiple keywords, synonyms, and alternative words and phrases.
Objectives:
- experiment with different keyword searches and compare their results.
- refine their searches by using multiple words, synonyms, and alternative words and phrases.
- draw inferences to explain their search results.
Key Vocabulary
Keywords: the most important words related to a subject, which you type into a search engine to find the information you want
Precise: clear and exact
Results Page: the screen showing what a search site found in response to your keyword search
Synonyms: two or more words with the same meaning or nearly the same meaning
Alternative: a different way to say or do something
Keywords: the most important words related to a subject, which you type into a search engine to find the information you want
Precise: clear and exact
Results Page: the screen showing what a search site found in response to your keyword search
Synonyms: two or more words with the same meaning or nearly the same meaning
Alternative: a different way to say or do something
Materials and Preparations:
- Prepare by reading The Key to Keywords Full Lesson Plan (below)
- Make a copy of The Key to Keywords handout for each student (found in The Key to Keywords Full Lesson Plan)
- Prepare by watching the Lesson In Action Video (below)
The Key to Keywords Full Lesson Plan | |
File Size: | 391 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 1692 kb |
File Type: |
Supplemental Lesson
Grades: 3-5
Unit 1
Lesson 5: Whose is it, anyway?
Estimated Time: 45 Minutes
How can you show respect for other people's work?
Students learn that although the Internet makes it very easy, copying the work of others and presenting it as one’s own is called plagiarism. They also learn about circumstances in which it is permissible to use the work of others. Students are first introduced to the feeling of having someone pretend to have written work they created. Then they judge whether or not different situations involving students and schoolwork are acceptable. Students are introduced to proper ways to cite people’s words and ideas from the Internet, including how to write a citation.
Objectives:
Students learn that although the Internet makes it very easy, copying the work of others and presenting it as one’s own is called plagiarism. They also learn about circumstances in which it is permissible to use the work of others. Students are first introduced to the feeling of having someone pretend to have written work they created. Then they judge whether or not different situations involving students and schoolwork are acceptable. Students are introduced to proper ways to cite people’s words and ideas from the Internet, including how to write a citation.
Objectives:
- define plagiarism and describe its consequences.
- explain how giving credit is a sign of respect for people’s work.
- articulate when it is acceptable to use people’s work, and how to write a citation.
Key Vocabulary
Plagiarism: using some or all of somebody’s work or idea, and saying that you created it
Citation: a formal note of credit to an author that includes their name, date published, and where you found the information
Respect: a way of showing that you admire and value something
Plagiarism: using some or all of somebody’s work or idea, and saying that you created it
Citation: a formal note of credit to an author that includes their name, date published, and where you found the information
Respect: a way of showing that you admire and value something
Materials and Preparations:
- Prepare by reading the Whose is it, anyway? Full Lesson Plan (below)
- Make a copy the Whose Is It, Anyway? handout for each student (found in the Whose is it, anyway? Full Lesson Plan)
- Preview the Nicole's Story - Copyrighting Creative Work video and prepare to show it to students
Whose is it, anyway? Full Lesson Plan | |
File Size: | 829 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 1692 kb |
File Type: |