Required Lesson
Grades: 6-8
Unit 2
Lesson 1: My Media
Estimated Time: 45 Minutes
What are your personal media habits, and how much time do you spend with different forms of media?
Students review their media habits and the array of media they use on a weekly basis, and reflect on the role of digital media in their lives. Students log the time they spend with different forms of digital media. From this log, students create a My Media Bar Graph, a visual snapshot of their digital media lives that illustrates the amounts of time they spend with different forms of media. Students then reflect on the role that digital media play in their lives.
Objectives:
Students review their media habits and the array of media they use on a weekly basis, and reflect on the role of digital media in their lives. Students log the time they spend with different forms of digital media. From this log, students create a My Media Bar Graph, a visual snapshot of their digital media lives that illustrates the amounts of time they spend with different forms of media. Students then reflect on the role that digital media play in their lives.
Objectives:
- assess how much time they spend with media activities
- record and compare the time they spend with different forms of digital media (cell phones, Internet, etc.) and in different activities (texting, posting, and watching or creating videos)
- formulate a viewpoint on the role that digital media play in their lives
Key Vocabulary:
Habit: a regular behavior or practice
Log: a written record of an occurrence over time
Habit: a regular behavior or practice
Log: a written record of an occurrence over time
Materials and Preparation:
- Prepare by reading the My Media Full Lesson Plan (below)
- Make a copy of the My Media Log Student Handout for each student (found in the My Media Full Lesson Plan) Note: Students should fill in their My Media Logs for an entire day before coming to class.
- Make a copy of the My Media Bar Graph Student Handout for each student (found in the My Media Full Lesson Plan)
- Optional: Preview the National Center for Educational Statistics Kids’ Zone Create a Graph tool (http://nces.ed.gov/nceskids/createagraph)
- Optional: Copy the My Media Log Student Handout for the At-Home Activity, two for each student.
My Media Full Lesson Plan | |
File Size: | 276 kb |
File Type: |
UNIT 2 Student Packet with Worksheets | |
File Size: | 2391 kb |
File Type: |
Required Lesson
Grades: 6-8
Unit 3
Lesson 4: Cyberbullying: Crossing the Line
Estimated Time: 45 Minutes
When does inappropriate online behavior cross the line into cyberbullying, and what can you do about it?
Students learn to distinguish good-natured teasing from cyberbullying. Students learn about serious forms of cyberbullying. Students watch the video “Stacey’s Story – When Rumors Escalate,” a documentary-style story in which a girl reflects on what it was like to be the target of cyberbullying. Students then discuss the video and related case studies in the Cyberbullying: Crossing the Line Discussion Guide.
Objectives:
Students learn to distinguish good-natured teasing from cyberbullying. Students learn about serious forms of cyberbullying. Students watch the video “Stacey’s Story – When Rumors Escalate,” a documentary-style story in which a girl reflects on what it was like to be the target of cyberbullying. Students then discuss the video and related case studies in the Cyberbullying: Crossing the Line Discussion Guide.
Objectives:
- analyze online bullying behaviors that “cross the line.”
- learn about the various ways that students can be cyberbullied, including flaming, deceiving, and harassing.
- adopt the point of view of teens who have been cyberbullied, and offer solutions.
Key Vocabulary:
Harassing: bombarding someone with messages over digital media, or repeated contact when it is least expected
Deceiving: using fake names, posing as someone else, or creating a fake profile about someone else
Flaming: saying mean things, usually in ALL CAPS, and often in a public forum with the intention to humiliate
Hate Speech: a verbal attack targeting someone because of their race, gender, religion, ability, or sexual orientation
Harassing: bombarding someone with messages over digital media, or repeated contact when it is least expected
Deceiving: using fake names, posing as someone else, or creating a fake profile about someone else
Flaming: saying mean things, usually in ALL CAPS, and often in a public forum with the intention to humiliate
Hate Speech: a verbal attack targeting someone because of their race, gender, religion, ability, or sexual orientation
Materials and Preparation:
- Prepare by reading the Cyberbullying: Crossing the Line Full Lesson Plan (below)
- Preview the video, “Stacey’s Story – When Rumors Escalate” and prepare to show it to students.
- Make a copy of the Cyberbullying: Crossing the Line Student Discussion Guide for each student (found in the Cyberbullying: Crossing the Line Full Lesson Plan)
- Review the Cyberbullying: Crossing the Line Student Discussion Guide–Teacher Version and select which case study you would like students to analyze.
Cyberbullying: Crossing the Line Full Lesson Plan | |
File Size: | 296 kb |
File Type: |
UNIT 3 Student Packet with Worksheets | |
File Size: | 4514 kb |
File Type: |
Required Lesson
Grades: 6-8
Unit 2
Lesson 4: Which Me Should I Be?
Estimated Time: 45 Minutes
What are the outcomes of presenting yourself in different ways online?
Students learn that presenting themselves in different ways online carries both benefits and risks. Students first consider what it means to adopt a different identity online. Next, they watch the video, “Henry’s Story – Creating Online Identities,” and discuss their responses to the different ways Henry presents himself to others on the Internet. Students complete the Take a Stand Student Handout, where they explore the ethics of exaggerating, deceiving, or adopting a different identity online. They complete the lesson by reflecting on the choices they make when they present themselves in different ways online, and the benefits and risks involved in doing so.
Objectives:
Students learn that presenting themselves in different ways online carries both benefits and risks. Students first consider what it means to adopt a different identity online. Next, they watch the video, “Henry’s Story – Creating Online Identities,” and discuss their responses to the different ways Henry presents himself to others on the Internet. Students complete the Take a Stand Student Handout, where they explore the ethics of exaggerating, deceiving, or adopting a different identity online. They complete the lesson by reflecting on the choices they make when they present themselves in different ways online, and the benefits and risks involved in doing so.
Objectives:
- reflect on the benefits and risks of presenting their identities in different ways online.
- evaluate – from an ethical point of view – the feelings, motivations, contexts, and possible outcomes associated with adopting different roles online.
- judge whether certain ways people present themselves online are harmless or harmful.
Key Vocabulary:
Identity: all of the factors that make up who you are
Exaggerate: to say something is more or greater than it actually is
Deceive: to mislead or falsely persuade others
Motivate: to have a reason or purpose to do something
Consequences: results; something that happens as an effect of a certain cause
Anonymous: having an unknown identity
Identity: all of the factors that make up who you are
Exaggerate: to say something is more or greater than it actually is
Deceive: to mislead or falsely persuade others
Motivate: to have a reason or purpose to do something
Consequences: results; something that happens as an effect of a certain cause
Anonymous: having an unknown identity
Materials and Preparation:
- Prepare by reading the Which Me Should I Be? Full Lesson Plan (below)
- Preview the video, “Henry’s Story – Creating Online Identities” and be prepared to play the video for the class
- Make a copy of the Take a Stand Student Handout for each student (found in the Which Me Should I Be? Full Lesson Plan)
- Review the Take a Stand Student Handout – Teacher Version
- Prepare the classroom by clearing space in the room and creating a HARMLESS/HARMFUL line with tape down the center of the room (Teach 2).
Which Me Should I Be? Full Lesson Plan | |
File Size: | 343 kb |
File Type: |
UNIT 2 Student Packet with Worksheets | |
File Size: | 2391 kb |
File Type: |
Supplemental Lesson
Grades: 6-8
Unit 1
Lesson 2: Strategic Searching
Estimated Time: 45 Minutes
What steps can help you find what you're looking for when you search online?
Students learn that to conduct effective and efficient online searches, they must use a variety of searching strategies rather than relying on a single source. Students learn a five-step method for planning and carrying out an online search. Students then apply what they have learned to a scenario in which they pretend they are employees in a workplace, searching for information for their job.
Objectives:
Students learn that to conduct effective and efficient online searches, they must use a variety of searching strategies rather than relying on a single source. Students learn a five-step method for planning and carrying out an online search. Students then apply what they have learned to a scenario in which they pretend they are employees in a workplace, searching for information for their job.
Objectives:
- understand the importance of using a variety of search strategies
- master new strategies for effective and efficient online searches
- learn to create and execute a five-step plan for conducting an online search
Key Vocabulary:
Effective: achieving a desired goal or result
Efficient: doing something in a way that saves you time and energy
Strategy: a course of action designed to help you reach a specific goal or result
Effective: achieving a desired goal or result
Efficient: doing something in a way that saves you time and energy
Strategy: a course of action designed to help you reach a specific goal or result
Materials and Preparation:
- Prepare by reading the Strategic Searching Full Lesson Plan (below)
- Make a copy of the Tips for Strategic Searching Student Handout for each student (found in the Strategic Searching Full Lesson Plan)
- Make a copy of the Make a Search Plan Student Handout, one for every three to four students found in the Strategic Searching Full Lesson Plan)
- Prepare computer access for student groups to do online research
Teacher Resources:
Strategic Searching Full Lesson Plan | |
File Size: | 272 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 1304 kb |
File Type: |
Supplemental Lesson
Grades: 6-8
Unit 2
Lesson 2: A Creator's Responsibilities
Estimated Time: 45 Minutes
What responsibilities do you have to respect others' creative work?
Students reflect on their responsibilities as creators and users of creative work. Students view and discuss the video vignette, a documentary-style story of a young creator who uses video and music clips to make his own creations. Students then read case studies and discuss the particular ethical challenges that a “cut and paste” digital culture poses with respect to creative work.
Objectives:
Students reflect on their responsibilities as creators and users of creative work. Students view and discuss the video vignette, a documentary-style story of a young creator who uses video and music clips to make his own creations. Students then read case studies and discuss the particular ethical challenges that a “cut and paste” digital culture poses with respect to creative work.
Objectives:
- consider ethical questions about real-life decisions young creators make in exercising their creative rights and responsibilities
- understand that piracy and plagiarism are irresponsible and disrespectful behaviors that have ethical and legal implications
- brainstorm solutions to dilemmas creators might encounter
Key Vocabulary:
Piracy: the stealing copyrighted work by downloading or copying it in order to keep, sell, or give it away without permission and without paying
Plagiarism: the copying, “lifting,” or making slight changes to some or all of someone else’s work and saying you wrote it Acknowledge: giving credit to someone’s work you use by clearly stating their name, title of the work, year it was made, and a hyperlink
Piracy: the stealing copyrighted work by downloading or copying it in order to keep, sell, or give it away without permission and without paying
Plagiarism: the copying, “lifting,” or making slight changes to some or all of someone else’s work and saying you wrote it Acknowledge: giving credit to someone’s work you use by clearly stating their name, title of the work, year it was made, and a hyperlink
Materials and Preparation:
- Prepare by reading the A Creator's Responsibilities Full Lesson Plan (below)
- Preview the video “Henry’s Story – Making Mashups” and be prepared to play the video for the class. • Copy the A Creator’s Responsibilities Discussion Guide, one for each student. • Review the A Creator’s Responsibilities Discussion Guide Discussion Guide – Teacher Version.
A Creator's Responsibilities Full Lesson Plan | |
File Size: | 336 kb |
File Type: |
UNIT 2 Student Packet with Worksheets | |
File Size: | 2391 kb |
File Type: |
Supplemental Lesson
Grades: 6-8
Unit 3
Lesson 5: Rework, Reuse, Remix
Estimated Time: 45 Minutes
What rights do you have as a creator?
Students explore the concept of fair use, apply it to case studies, and create an original work of fair use. Students learn how to judge whether something is protected by fair use by using the Four Points of Fair Use Student Handout. They apply the four points of fair use to two case studies, a remixed video and a mashup song, to judge whether or not they fall under fair use. Students then create an original work of fair use by reworking copyrighted material to create a collage or a remix video."
Objectives:
Students explore the concept of fair use, apply it to case studies, and create an original work of fair use. Students learn how to judge whether something is protected by fair use by using the Four Points of Fair Use Student Handout. They apply the four points of fair use to two case studies, a remixed video and a mashup song, to judge whether or not they fall under fair use. Students then create an original work of fair use by reworking copyrighted material to create a collage or a remix video."
Objectives:
- identify the key points required for a creative work to fall under fair use
- judge whether or not the two case studies can be called fair use
- understand the value of fair use by reworking and remixing copyrighted material in a collage or video
Key Vocabulary:
Rework: to reform, reuse, or remix copyrighted work into something else
Fair Use: the ability to use copyrighted work without permission, but only in certain ways and in specific situations (schoolwork and education,news reporting, criticizing or commenting on something, and comedy/parody)
Public Domain: creative work that’s not copyrighted and therefore free for you to use however you want
Remix or Mash-up: editing together clips of video, sound, images, and text by “remixing” or “mashing” different parts together to create something new
Parody: a creative work that is a funny imitation of something and pokes fun at an original work
Rework: to reform, reuse, or remix copyrighted work into something else
Fair Use: the ability to use copyrighted work without permission, but only in certain ways and in specific situations (schoolwork and education,news reporting, criticizing or commenting on something, and comedy/parody)
Public Domain: creative work that’s not copyrighted and therefore free for you to use however you want
Remix or Mash-up: editing together clips of video, sound, images, and text by “remixing” or “mashing” different parts together to create something new
Parody: a creative work that is a funny imitation of something and pokes fun at an original work
Materials and Preparation:
- Prepare by reading the Rework, Reuse, Remix Full Lesson Plan (below)
- Magazines, scissors, construction paper, and glue for the low-tech magazine collage, or student Internet access and sound for the hightech remix video (Teach 3)
- Internet access to show public domain and fair use case studies to the class
- Preview the case study video options in Teach 2 and prepare to show one of them to students. Project Gutenberg (www.gutenberg.org) and “The Commons” on Flickr (www.flickr.com/commons) and prepare to show the sites to students.
- Make a copy of the Four Points of Fair Use Student Handout, one for each student (found in the Rework, Reuse, Remix Full Lesson Plan)
- Preview the case study video options in Teach 2 and prepare to show one of them to students.
- Preview the Copyright and Fair Use video and prepare to show it to students.
Teacher Resources:
Watch the Lesson in Action video regarding Fair Use
Watch Copyright and Fair Use video
Watch the Lesson in Action video regarding Fair Use
Watch Copyright and Fair Use video
Rework, Reuse, Remix Full Lesson Plan | |
File Size: | 319 kb |
File Type: |
UNIT 3 Student Packet with Worksheets | |
File Size: | 4514 kb |
File Type: |