In Class Learning Activity


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In Class Learning Activity

  1. 1. Internet Safety Unit • Unit Title : Safe “Surfing” on the Internet • Grade Level(s): 6th & 7th • Subject/Topic Area(s): Computers/Safety • Key Words: personal information, private identity, cyberspace, cyber pals, ethiical • Designed By: Original unit by John Dolan • Time Frame: 3 weeks • School: St. Luke’s School, New Canaan, Connecticut. Understanding By Design Unit on Internet John Dolan 1 Safety
  2. 2. Purpose • This in class learning activity is part of a larger unit, on internet safety. I developed this unit two years ago. After attending a UbD workshop. When I took over as the middle school computer teacher, there was little or no emphasis on internet safety. The previous teacher taught the students Microsoft Word, Excel & PowerPoint . There was little or no emphasis on internet safety, ethical use of the internet and internet research skills. I knew there was a need to teach the students about internet safety. I happened to attend a UbD workshop, and thought it would be a great opportunity to create an internet safety unit scratch, using the UbD model.
  3. 3. 1. The Connecticut Framework K-12 Curricular Standards • Technological Impacts-Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives. • Educational experiences in Grades 5-8 will assure that students: • Indicator 1: explain how technology and technological has expected and unex-pected effects; citizenship.
  4. 4. 2. American Association of School & Library Standards Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.] Indicator 3. Uses information technology responsibly
  5. 5. 3. The ISTE Standards (NETS•S)and Performance Indicators for Students • Standard 5: Digital Citizenship-Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: • Indicator a. advocate and practice safe, legal, and responsible use of information and technology.
  6. 6. 3. The ISTE Standards (NETS•S)and Performance Indicators for Students • Indicator b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. • Indicator c. demonstrate personal responsibility for lifelong learning. • Indicator d. exhibit leadership for digital citizenship
  7. 7. Desired Results • In this lesson students will… • Distinguish between private identity information and personal information • Recall that private identity information should not be communicated in cyberspace without permission of a teacher or parent • Learn how the Internet can be used to communicate with others in cyberspace • Relate reasons for protecting private identity information in cyberspace Understanding By Design Unit on Internet John Dolan 7 Safety
  8. 8. Desired Results • Determine whether a site is required to post a children's privacy policy • Analyze privacy notices for compliance with FTC rules
  9. 9. Learning Plan 1 Introduction • Some web sites ask for information before allowing you to participate in an online activity. • What do you think private identity information is? • What do you think personal information? • In your group create questions that you would ask yourself before providing private or personal information. • If you were to share private information online. Write a paragraph explaining what impact (if any) this might this have on your life. • Refer to A Great Place to Share Ideas Understanding By Design Unit on Internet John Dolan 9 Safety
  10. 10. Learning Plan 1 • What is the difference between private and personal information? • What kind of personal information can be used to indentify you? • What kind of personal information can you share that won’t identify you? • Why might someone want your private identity information? What good is it to them? • Why might someone want your personal information? What good is it to them? • Refer to A Great Place to Share Ideas Understanding By Design Unit on Internet John Dolan 10 Safety
  11. 11. Learning Plan 2 • Introduce (offline)Ask students for examples of Web sites that request private identity information. Allow volunteers to describe the content of the site, what information was requested, and how they handled the request. • Explain that the United States government passed the Children's Online Privacy Protection Act (COPPA) in October, 1998. This law requires site owners to help protect the privacy of kids 13 and younger; they are also required to post and explain the elements of the privacy policy they’re returning
  12. 12. Learning Plan 2 • Teach 1 (online)Distribute one copy of the activity sheets.Take students to or, click on Student Links, and then click on the diamond. Find the title of this lesson, and open its links. Choose a site to explore with the class. • Have students complete the checklist through Question 3. A “yes” response to the first three questions indicates that the site is required to comply with COPPA. If this is the case, have students complete the rest of the checklist, recording how the site complies in the “Details” column.
  13. 13. Learning Plan 2 • In addition to the BBB and TRUSTe seals, some Web sites may display the CARU (The Children's Advertising Review Unit) seal from the Council of Better Business Bureaus or the ESRB kids privacy seal from the Entertainment Software Rating Board. Point out to students that since anyone can create an official-looking “seal,” it's important to investigate the reliability of the organizations that issue unfamiliar seals.NOTE: What CyberSmart! calls “private identity information,” others may call “personal information.” CyberSmart! defines private identity information as any information that can be used to discover one's identity. Personal information is defined as any information about the person that cannot be used to discover his or her identity. By reading carefully, students should be able to tell when a privacy policy is referring to information that can be used to identify an individual.
  14. 14. Learning Plan 2 • Have students look over their completed checklists. Explain that if the answers to Questions 4-17 are “yes,” the site is in compliance with the rules. Additionally, if the answers to Questions 18 and 19 are “yes,” the site is monitored and approved by watchdog organizations. • Point out that, in order to protect their private identity information, students should make a habit of checking the privacy policy at the sites they visit.Discuss strategies for dealing with a site that asks for more information than students feel comfortable sharing or that does not post a clear policy. Remind students they can leave the site or ask a parent or teacher to contact the site for more information. NOTE: The FTC also provides an online Consumer Complaint Form for adults at
  15. 15. Learning Plan 2 • Teach 3 (online) Distribute a second copy of the activity sheets. Assign individuals or groups to the remaining sites, have them complete the checklist, and share their results with the class. • Close (offline)Ask: What types of sites are required to post a children's privacy policy? (Sites that are intended for kids 13 and under and that request private identity information.)Ask: How do you use the CyberSmart! checklist to decide whether a site is following the law? (Answer the first three questions to decide if it must follow the law. If so, check to see if each of the rest of the questions can be answered “yes.”)
  16. 16. Learning Plan 3 Writing Activity • Write a biography about yourself. You can include personal information, but leave out private identity information. Once you are finished, you will present it to the class. The class will evaluate whether you have provided information in your biography that could threaten your safety, identify your exact location or can be used for other purposes i.e. identity theft.
  17. 17. Learning Plan 3 Post the Essential Questions • Who should you not talk with on the internet? • What does anonymity mean on the internet? • Where should you not share private identity • information? • When is online chatting and messaging harmful to you or others? • When is online chatting and messaging beneficial? Understanding By Design Unit on Internet John Dolan 17 Safety
  18. 18. Learning Plan 3 Create Groups • Form a group of three safe “surfer” dudes • In your group try to predict what lesson this online game will teach you. • Surf to the Privacy Playground • Create an online name that will identify your group • One person in the group will “surf” through the game Understanding By Design Unit on Internet John Dolan 18 Safety
  19. 19. Learning Plan 3 Assign Roles • One person will be the “spotter”, spotting the errors each character makes • One person will be the “recorder”, recording the errors each character makes • Play the game and look for ways that Mo, Lil and Les (the characters in the game) are not being cybersmart. • Why do you think they are not being cybersmart? Understanding By Design Unit on Internet John Dolan 19 Safety
  20. 20. Learning Plan 3 Activity • Play the game a second time • Record on chart paper Mo, Lil and Les' errors under each character's name. What did each of them do wrong regarding sharing information online? • In real life, if you were to make the same mistakes as Mo, Lil and Les. What do you think might happen? How might your online mistakes affect your life or the lives of those close to you? How might you rectify your errors? Understanding By Design Unit on Internet John Dolan 20 Safety
  21. 21. Learning Plan 3 Discussion • Did they select a play or pay site? • What does 'play or pay site' mean? • What is the trying to sell? • Why do you think they are trying to sell it? Understanding By Design Unit on Internet John Dolan 21 Safety
  22. 22. Learning Plan 3 Search for similar sites • Switch roles i.e. different person being the surfer, spotter and recorder • Search for two sites that are similar to Understanding By Design Unit on Internet John Dolan 22 Safety
  23. 23. Learning Plan 3 Record • Once you have found three sites that are similar to • Write down the web addresses • Write down what they’re trying to sell • Do they ask you to identify your real name, age or address? • If they do why do you think they ask you for your name, age or address. Write down five reasons why they might ask you for these? Understanding By Design Unit on Internet John Dolan 23 Safety
  24. 24. Wrap up • In your group write down 20 questions you have about internet safety in general. • You will share your questions • Then as a group you will then pick your top three questions • We will use the top three questions from each group to further explore the topic of internet safety.