Required Lesson
Grades: 6-8
Unit 1
Lesson 4: Cyberbullying: Be Upstanding
Estimated Time: 45 Minutes
How do you judge the intentions and impact of people's words and actions online?
Students learn about the difference between being a passive bystander versus a brave upstander in cyberbullying situations. Students reflect on what it means to be brave and to stand up for others. They fill out the Why Care? Student Handout, create a diagram of the players involved, and generate ideas about how bystanders can become upstanders. They then identify concrete solutions for dealing with cyberbullying situations.
Objectives:
Students learn about the difference between being a passive bystander versus a brave upstander in cyberbullying situations. Students reflect on what it means to be brave and to stand up for others. They fill out the Why Care? Student Handout, create a diagram of the players involved, and generate ideas about how bystanders can become upstanders. They then identify concrete solutions for dealing with cyberbullying situations.
Objectives:
- reflect on what it means to be brave and stand up for others offline and online.
- learn to show empathy for those who have been cyberbullied.
- generate multiple solutions for helping others when cyberbullying occurs.
Key Vocabulary:
Bystander: someone who sees cyberbullying happening but does nothing to help
Upstander: someone who helps when they see cyberbullying occur
Empathize: to imagine the feelings that someone else is experiencing
Bystander: someone who sees cyberbullying happening but does nothing to help
Upstander: someone who helps when they see cyberbullying occur
Empathize: to imagine the feelings that someone else is experiencing
Materials and Preparation:
- Prepare by reading Cyberbullying: Be Upstanding Full Lesson Plan (below)
- Drawing paper and markers (for all students)
- Make a copy of the Why Care? Student Handout, one per group of four or five (found in the Cyberbullying: Be Upstanding Full Lesson Plan)
Teacher Resources:
Cyberbullying: Be Upstanding Full Lesson Plan | |
File Size: | 277 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 1304 kb |
File Type: |
Required Lesson
Grades: 6-8
Unit 1
Lesson 1: Digital Life 101
Estimated Time: 45 Minutes
What is the place of digital media in our lives?
Students are introduced to the 24/7 social nature of digital media and technologies, and gain basic vocabulary and knowledge for discussing the media landscape. Students watch the video “Digital Life 101,” which shows the 24/7, social nature of digital media — a change from the media consumption culture of the past. They then make similes about their digital lives and learn that because media connect us in more social and interactive ways than ever before, it is important to carry out online relationships responsibly. This lesson also serves as an assessment baseline for teachers to gain a better understanding of their students’ familiarity with digital media and vocabulary associated with digital life.
Objectives:
Students are introduced to the 24/7 social nature of digital media and technologies, and gain basic vocabulary and knowledge for discussing the media landscape. Students watch the video “Digital Life 101,” which shows the 24/7, social nature of digital media — a change from the media consumption culture of the past. They then make similes about their digital lives and learn that because media connect us in more social and interactive ways than ever before, it is important to carry out online relationships responsibly. This lesson also serves as an assessment baseline for teachers to gain a better understanding of their students’ familiarity with digital media and vocabulary associated with digital life.
Objectives:
- learn about the 24/7 social nature of digital media
- explore their digital lives
- learn that it is important to act responsibly when carrying out relationships over digital media
Key Vocabulary:
Media: communication, including television, radio, and newspapers, that often reaches and impacts a large audience
Digital media: electronic devices and media platforms such as computers, cell phones, the Internet, digital video, social networking sites, video games, and virtual worlds that allow users to create, communicate, and interact with one another or with the device or application itself
Simile: a literary device for comparing two unlike things
Media: communication, including television, radio, and newspapers, that often reaches and impacts a large audience
Digital media: electronic devices and media platforms such as computers, cell phones, the Internet, digital video, social networking sites, video games, and virtual worlds that allow users to create, communicate, and interact with one another or with the device or application itself
Simile: a literary device for comparing two unlike things
Materials and Preparation:
- Prepare by reading the Digital Life 101 Full Lesson Plan (below)
- Preview the video “Digital Life 101 Animation” and prepare to show it to students.
- Make a copy of the My Media Life Is Like... Student Handout for each student (found in the Digital Life 101 Full Lesson Plan)
- Make a copy of the Got Media Smarts? Student Handout, for each student (found in the Digital Life 101 Full Lesson Plan)
- Make a copy of the Digital Life Glossary Student Handout for each student (found in the Digital Life 101 Full Lesson Plan)
- Send a copy of the Family Tip Sheet Common Sense on Digital Life for Middle and High School (below)
Teacher Resources:
Digital Life 101 Full Lesson Plan | |
File Size: | 378 kb |
File Type: |
Family Tip Sheet Common Sense on Digital Life | |
File Size: | 244 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 1304 kb |
File Type: |
Required Lesson
Grades: 6-8
Unit 2
Lesson 3: Safe Online Talk
Estimated Time: 45 Minutes
How should you handle inappropriate online talk?
While acknowledging the benefits of online talk and messaging, students consider scenarios in which they may feel uncomfortable, or may encounter inappropriate behavior on the Internet. Students first watch a short video in which teens share their rules of the road for connecting with others online. Through a guided class discussion, students then learn strategies for recognizing and responding to risky online interaction. Finally, students work in groups to rate the riskiness of several online scenarios using the Internet Traffic Light Student Handout.
Objectives:
While acknowledging the benefits of online talk and messaging, students consider scenarios in which they may feel uncomfortable, or may encounter inappropriate behavior on the Internet. Students first watch a short video in which teens share their rules of the road for connecting with others online. Through a guided class discussion, students then learn strategies for recognizing and responding to risky online interaction. Finally, students work in groups to rate the riskiness of several online scenarios using the Internet Traffic Light Student Handout.
Objectives:
- describe positive aspects of online talking and messaging
- identify situations in which flirting and chatting become inappropriate and risky
- understand rules for safe online messaging, and feel empowered to deal with uncomfortable situations when communicating online
Key Vocabulary:
Opportunity: a chance for something to happen
Pitfall: a hidden or unsuspected problem or danger
Inappropriate: not proper; not okay
Risky: potentially harmful to one’s emotional or physical well-being
Harass: to bother or pressure aggressively
Opportunity: a chance for something to happen
Pitfall: a hidden or unsuspected problem or danger
Inappropriate: not proper; not okay
Risky: potentially harmful to one’s emotional or physical well-being
Harass: to bother or pressure aggressively
Materials and Preparation:
- Prepare by reading the Safe Online Talk Full Lesson Plan (below)
- Prepare half-size sheets of paper, three for every student
- Green, yellow, and red markers or colored pencils, one set for each group of four to five students
- Preview the video, “Perspectives on Chatting Safely Online” and prepare to show it to students
- Make a copy of the Take Three Student Handout for each student (found in the Safe Online Talk Full Lesson Plan)
- Make a copy of the Internet Traffic Light Student Handout, one for each student (found in the Safe Online Talk Full Lesson Plan)
- Review the Take Three Student Handout–Teacher Version.
- Review the Internet Traffic Light Student Handout–Teacher Version.
- Read the Communicating Safely Online Teacher Backgrounder (Middle School).
Safe Online Talk Full Lesson Plan | |
File Size: | 529 kb |
File Type: |
UNIT 2 Student Packet with Worksheets | |
File Size: | 2391 kb |
File Type: |
Supplemental Lesson
Grades: 6-8
Unit 1
Lesson 3: Scams and Schemes
Estimated Time: 45 Minutes
What is identity theft, and how can protect yourself from it?
Students learn strategies for guarding against identity theft and scams that try to access their private information online. Students learn what identity theft is, what kinds of information identity thieves want, and what can be done with that information. Students then analyze phony emails and identify tricks that identity thieves use online. Finally, they create a phishing email that includes the features that they have learned about, and see if classmates can identify the scams.
Objectives:
Students learn strategies for guarding against identity theft and scams that try to access their private information online. Students learn what identity theft is, what kinds of information identity thieves want, and what can be done with that information. Students then analyze phony emails and identify tricks that identity thieves use online. Finally, they create a phishing email that includes the features that they have learned about, and see if classmates can identify the scams.
Objectives:
- understand what identity theft is and why it is important to guard against it.
- learn to recognize strategies that scam artists use to access private information.
- learn how to guard against phishing and identity theft.
Key Vocabulary:
Scam: an attempt to trick someone, usually with the intention of stealing money or private information
Identity Theft: a type of crime in which your private information is stolen and used for criminal activity
Vulnerable: in a position that makes it easier for you to be harmed or attacked
Phishing: when people send you phony emails, pop-up messages, social media messages, texts, calls, or links to fake websites in order to hook you into giving out your personal and financial information
Scam: an attempt to trick someone, usually with the intention of stealing money or private information
Identity Theft: a type of crime in which your private information is stolen and used for criminal activity
Vulnerable: in a position that makes it easier for you to be harmed or attacked
Phishing: when people send you phony emails, pop-up messages, social media messages, texts, calls, or links to fake websites in order to hook you into giving out your personal and financial information
Materials and Preparation:
- Prepare by reading the Scams and Schemes Full Lesson Plan (below)
- Paper and markers or colored pencils (or computers with Microsoft Office if you are using the high-tech option in Teach 3)
- Make a copy of the Spotting Scams Student Handout for each student (found in the Scams and Schemes Full Lesson Plan)
- Review the Spotting Scams Student Handout — Teacher Version.
Teacher Resources:
Scams and Schemes Full Lesson Plan | |
File Size: | 460 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 1304 kb |
File Type: |
Supplemental Lesson
Grades: 6-8
Unit 1
Lesson 5: A Creator's Rights
Estimated Time: 45 Minutes
What rights do you have as a creator?
Students are introduced to copyright, fair use, and the rights they have as creators. Students first watch a video of young writer who talks about posting and protecting her original work online. Students then learn key vocabulary terms that will help them conceptualize issues surrounding creative work and copyright. Finally, students explore the copyright history of the “Happy Birthday” song and create an original happy birthday song of their own.
Objectives:
Students are introduced to copyright, fair use, and the rights they have as creators. Students first watch a video of young writer who talks about posting and protecting her original work online. Students then learn key vocabulary terms that will help them conceptualize issues surrounding creative work and copyright. Finally, students explore the copyright history of the “Happy Birthday” song and create an original happy birthday song of their own.
Objectives:
- understand that copyright is a legal system that protects their rights to creative work.
- compare different ways people license their copyrighted work.
- create an original song, perform it in front of the class, and reflect on their copyright for the song.
Key Vocabulary:
Creative Work: any idea or artistic creation that is recorded in some form, whether it’s hard copy or digital
Copyright: a law that protects your control over the creative work you make so that people must get your permission before they copy, share, or perform your work
Creative Commons: a kind of copyright that makes it easier for people to copy, share, and build on your creative work, as long as they give you credit for it
License: a clear way to define the copyright of your creative work so people know how it can be used
Creative Work: any idea or artistic creation that is recorded in some form, whether it’s hard copy or digital
Copyright: a law that protects your control over the creative work you make so that people must get your permission before they copy, share, or perform your work
Creative Commons: a kind of copyright that makes it easier for people to copy, share, and build on your creative work, as long as they give you credit for it
License: a clear way to define the copyright of your creative work so people know how it can be used
Materials and Preparation:
- Prepare by reading the A Creator's Rights Full Lesson Plan (below)
- Preview the video “Nicole’s Story – Copyrighting Creative Work” and prepare to show it to students.
- Make a copy of the 411 for Creators Student Handout and The Truth About Happy Birthday Student Handout for all students. If using audiovisual recording for “The Truth about ‘Happy Birthday” activity, get the technology ready (found in the A Creator's Rights Full Lesson Plan)
- Review the Respecting Creative Work Teacher Backgrounder and the 411 for Creators Student Handout – Teacher Version.
- If completing the Extension Activity, copy and distribute the Copyright Detectives Student Handout to all students.
- Review the Copyright Detectives Student Handout – Teacher Version for guidance.
A Creator's Rights Full Lesson Plan | |
File Size: | 480 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 1304 kb |
File Type: |