Unit Title: Internet Safety Name: Allison Stewart Subject(s):

Number of Lessons: 5 Healt an! "areer

Time: (in weeks) #ra!e(s):

5 5

$ationale: Students are exposed to the internet daily and need to understand steps they can take to stay safe online. These strategies have real life applications and need to be investigated and practiced to maintain safe and healthy internet usage. %&er&iew: This unit involves discussion about personal and private information and what information should not be shared online, as well as password security. Students will also read scenarios and complete worksheets to identify this information. Students will be investigating the real identity of online characters via drawing and analysis of language use, with the end goal being the understanding that someone can be anyone they want to be online. Red flag behavior online will also be introduced and tips and tricks to remain safe and alert will be discussed to avoid compromising situations and possible predators. Cyberbullying will also be discussed. Finally, students will complete a final pro ect of creating a handout of internet safety tips for others to follow. 'rescribe! Learnin( %utcomes from I$'s: C! "describe safety guidelines to protect themselves and others from abuse and exploitation #e.g., knowing their right not to be abused, being assertive, avoiding potentially unsafe situations, practising safe $nternet use, recogni%ing tricks and lures used by predators& 'rere)uisite "once*ts an! Skills: Students will be familiar with accessing the internet. Teac er 're*aration $e)uire!: 'ather materials for the lessons( video clips, worksheets, online scenarios, pictures of people, chatspeak examples, clay, construction paper, cyberbullying letters, checklists, rubrics. "ross+"urricular "onnections: This unit has no direct cross"curricular connections ,-tensions to Unit: This unit could be extended by having students create and film a )S* about internet safety to share with their school. They could also construct a bulletin board with this information. Students could also be tasked with researching strategies to deal with cyberbullying both online and in real life. Finally, students could create a class blog full of advice and safety tips for other students. Uni&ersal .esi(n for Learnin( (U.L) an! .ifferentiate! Instruction (.I): Stru((lin(+ students who struggle may be given level appropriate reading materials during lessons that re+uire reading scenarios. They may also be encouraged to use a word processor for written output. These students may also be allowed to work in partners or small groups when necessary. ,nric ment+ students who need enrichment may be allowed to create a brochure for their final pro ect using more visuals and written elements. These students may also be directed to student appropriate websites, such as netsmart%.org or safekids.com. /e a&iour+ students with behavior concerns will be reminded of the expectations when needed. They may also choose to work independently in a +uiet area of the classroom.

U.L+ ,ultiple means of representation" information in this unit is provided in a mix of audio-visual, written, and discussion. .oth grade level and below grade level texts will be provided. ,ultiple means of expression"students will express their learning through speech, writing, computer word processing, and an online +ui%. ,ultiple means of engagement" students will have some choice in topic for their final pro ect. $esources: http(--www.netsmart%.org-Resources-*ctivityCards http(--www.brainpop r.com-artsandtechnology-technology-internetsafetyhttps(--www.youtube.com-watch/v0T123b"p%h45 http(--www.youtube.com-watch/v0bd2.ur627e28list0)9f'x+::;9<=p>v2*a?@a);g$*5A**SRBF http(--=webwatchers.wikispaces.com-file-view-'r3"CDChoosingESafeEScreenEFamesEandE)asswords.pdf

7verview of 9essons(
Lesson 0 an! Title (time in minutes) 'L%s in lesson (a) Instructional %bjecti&es (b) Teac in( Strate(ies Lesson Acti&ities Assessment Strate(ies 1aterials (S*ecific to T is Lesson)

G; :hat to Share ?3 min

C!

#a& $dentify information that should and should not be used online #b& Hideo )artner work 4iscussion

Hook+ 2 at is a Stran(er3" students will brainstorm what a stranger is. *fter sharing with the class, they will then answer what you should never say to a stranger, ie address, phone number, school you go to etc. *fter sharing these ideas students will then brainstorm what is okay to say to a stranger, ie hello, how are you, etc. /o!y+ Internet Assessment of

Hideo Clip" http(--www.brainpop r.com-arts andtechnology-technology-inte rnetsafety2ui% :orksheet 7nline Scenario

Safety 4i!eo+ Students will view the video and answer the short +ui% that accompanies it in partners. 'ersonal an! 'ri&ate+ Students will look at examples of information that could be shared online. Ising their whiteboards they will decide which information should not be shared online. They will hold up their whiteboards with their answers.

Learnin(+ Teac er mark" teacher will mark the +ui% out of 3

Assessment for Learnin(+ %bser&ation+ teacher will observe the studentsJ answers and make corrections as needed.

Assessment as 2orks eet+ Students Learnin(+ Self will make a list of Assessment+ students information they will self assess their would be willing to list, teacher will share online using the review for worksheet. completeness Scenario+ $n partners students will be given an online scenario from a chatroom. They will circle any information they feel shouldnJt be given to strangers. "losure+ Snowball+ Students will write down one Assessment for Learnin(+ Teac er 1ark+ Teacher will mark the scenario and make written corrections

Assessment for learnin(+ Teac er 1ark+ teacher will

+uestion they have about internet safety and throw it into a bucket to be reviewed by the teacher. G= 7nline $dentity ?3 min C! #a& <xplain why some people may lie about their identity online Recogni%e how difficult it is to determine real identity online #b& 4rawing 4iscussion )artner :ork Hook+ .raw 1e5+ Students will be given descriptions of people and asked to draw what they feel they look like. 4escriptions will be minimal and child friendly. Teacher will have stock photos of adults and children and reveal one after each description for students to check their drawing against. /o!y+ .iscussion+ students will discuss if they have ever pretended to be someone else, and when that is appropriate, ie Aalloween, a play. They will be told that some people on the internet lie about who they really are. Students will brainstorm why they would lie. Scenarios+ Students will work in groups

read the snowballs and note any +uestions to be addressed in future lessons

Assessment as Learnin(+ Self Assessment+ students will write a brief statement assessing how accurate their drawings were, and what they have learned from the activity

)ictures of people :ritten descriptions 7nline Scenarios Chatspeak examples

Assessment for Learnin(+ %bser&ation+ teacher will observe students and make note of important contributions

of > or ? to read and respond to scenarios. The scenarios will have situations like a stranger asks you for a picture, or asks you to meet them in real life. Students will come up with ideas of what they would do in that situation and present them to the class. " ats*eak+ Students will be shown examples of online conversations in various forms of chatspeak. They will discuss whether they think they can tell age, gender, etc from how someone types. "losure+ Tweet 1e Students will compose one tweet on paper#;?1 characters max& saying one thing they learned today. G> ?3 min C! #a& describe online behaviours that can be red flags identify secure passwords #b& demonstration Hook+ How Information Tra&els+ one student will be given a ball of clay. They will divide it in half and keep one piece,

Assessment for Learnin(+ Teac er 1ark+ Teacher will observe the presentations and add any important information in while leading discussion

Assessment of Learnin(+ 2ritten "omments+ teacher will mark the tweet for content and completeness using written comments Clay Red construction paper 7nline actions )assword Rap video"

partner work video

passing the other on to another classmate. This will continue until everyone has a piece of clay. $t will be explained the clay is information, they may send some information to one person, but if that person shares the information it can +uickly spread. /o!y+$e! 6la(s+ <ach student will have a red piece of paper. The teacher will read out a list of online actions, and students will raise their Kred flagL if they think the activity is suspicious. * discussion will be had about each action. Students will then write down what a Kred flagL is on the back of their paper. 7n the front of the paper they will list a few Kred flagL behaviours. 'asswor! $a*+ students will watch the video and discuss the tips for creating Assessment for Learnin(+ %bser&ation+ teacher will observe the red flags from students and use that information to inform discussion Assessment of Learnin(+ " ecklist+ teacher will mark red flags for completeness

https(--www.youtube.com-watc h/v0T123b"p%h45 Checklist

safe passwords. 'asswor!s an! Screenames+ 4iscuss with students the kind of information that you donJt want to be given away by a screenname. $n partners students will be given a sheet of screen names, they will look at the names and write down any information they give. Ising this information they will brainstorm about what kind of passwords these people might use. "losure+ So 2 at3+ on a post"it note students will answer the +uestion Kso what/L about the lesson. They will write down one reason this lesson was important. Hook+ 7uotes+ students will look at negative +uotes associated with cyberbullying as they are presented on the board Assessment as Learnin(+ Self Assessment+ students will assess their level of on task discussion in their group

Assessment of Learnin(+ 2ritten "omments+ teacher will review the slips and assess for understanding

G? ?3 min Cyberbullying

C!

#a& $dentify and analy%e cyberbullying situations and behaviours #b& 4iscussion Hideo Seat work

Cyberbullying +uotes Hideo" http(--www.youtube.com-watch / v0bd2.ur627e28list0)9f' x+::;9<=p>v2*a?@a);g$* 5A**SRBF

.iscussion+ :hat is cyberbullying/ :hat is the difference between cyberbullying and physical bullying/ :hy is cyberbullying KeasierL/ #you canJt see them, they canJt see you& /o!y+4i!eo+ students will watch a short cyberbullying )S* Letter $es*onses+ students will work individually or in pairs to respond to a letter asking for help dealing with a cyberbullying issue. Students will be encouraged to discuss their letter and brainstorm ideas to include. * short explanation of steps you can take during a cyberbullying situation will be provided. "losure+ 'lannin( Time+ students will be introduced to their unit end pro ect. They will begin planning a fact sheet about either internet

Assessment for Learnin(+ %bser&ation+ teacher will observe and facilitate discussion

9etters Checklist

Assessment as Learnin(+ Self Assessment+ students will assess their use of information to complete a response Assessment of Learnin(+ " ecklist+ Teacher will mark the response using a checklist

safety or cyberbullying.

G3 Final )ro ects ?3 min

C!

#a& select relevant internet safety advice to compose an informational handout #b& )ro ect work

Hook+ 2 i* Aroun!+ * +uick whip around of the class where students say one example something they wouldnJt want to share online, or a safety tip. /o!y+ 'roject 2ork+students will complete their fact sheets from the previous class "losure+ 6inis t e Sentence+ Students will complete the sentence Kthe most important safety tip for using the internet is DDDDDDDDDDDDDDL Assessment of Learnin(+ $ubric+ teacher will mark the final pro ect using a rubric Assessment of Learnin(+ Teac er 1ark+ teacher will mark for appropriate response

Rubric Checklist

Unit 'lan Tem*late The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific sub ect areas and modified as students gain experience in each practicum. The attached sample template should be used as a basic outline. The space re+uired for each heading in the template will vary and should be ad usted as needed. The template is available on the TRI".achelor of <ducation M )ractica website in electronic form at http(--www.tru.ca-hse-programs-bed-practica-plans.html $t is important that all areas re+uired in the template are completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach the unit. $ationale: :hy are you teaching this unit/ %&er&iew( $nclude a brief statement of the context and structure of the unit describing the ma or concepts, skills and-or understandings. 'rescribe! Learnin( %utcomes: The $ntegrated Resources )ackages #$R)s& define what students should learn in each curricular sub ect by describing what students should be able to do. These statements are the prescribed learning outcomes of the curricula of .ritish Columbia. Nour unit plan should state the prescribed learning outcomes to be taught and assessed in the unit and on which the ob ectives in the specific lessons are based. *ssign each learning outcome a number to be used in the KOverview of LessonsL. 'rere)uisite "once*ts an! Skills: Concepts to be covered and skills to be taught before the unit can begin. Teac er 're*aration $e)uire!: 4escribe the preparations you need to make prior to presenting the unit. 4o you need to involve other people in the planning, such as the librarian/ *re there materials to be gathered and websites to check/ "ross+"urricular "onnections: :hat other curricular areas will be addressed in the unit/ $f prescribed learning outcomes from other sub ects are specifically assessed, include these outcomes in this part of your unit plan. ,-tensions to Unit: Consider the following +uestions( :hat activities might you add to the unit to extend and-or enrich student understanding/ 4o you have more than one method available as a )lan ./ Uni&ersal .esi(n for Learnin( (U.L) an! .ifferentiate! Instruction (.I): I49 includes( Multiple means of representation; Multiple means of expression; and, Multiple means of engagement. 4$ is the process of ensuring that a studentJs readiness level, interests, and preferred mode of learning are recogni%ed. Teachers can differentiate instruction in four ways: content, process, product, and, learning environment based on the individual learner. Aow will you accommodate your diverse learners/ Consider learning styles and multiple intelligences. :hat are the individual needs within this classroom and how will you accommodate them/ :hat are the adaptations and modifications needed for students with $ndividual <ducation )lans #$<)s&/ $esources: 9ist resources used in the unit-lessons and, if necessary, where they can be obtained. *lso list the technology re+uired. %&er&iew of Lessons: 4escribe the key elements of each lesson in a way that is easily expanded into a detailed lesson plan. $f using the Init )lan Template #electronic version& add as many rows as there are lessons and expand the si%e of the boxes as needed. First record the lesson number, title and length of the lesson in minutes, then list, by number, the )rescribed 9earning 7utcomes that are specifically addressed in the lesson. .riefly outline the ma or K nstructional Ob!ectives "#$%&T'(, Teaching #trategies "a few words(, Lesson &ctivities "sufficient detail to enable another teacher to teach the unit(, &ssessment #trategies "include the strategy ) the *+ow, and the *$hat, you will be assessing(, and Materials, needed for the lesson. $eflections an! $e&isions: *s you teach and work through the unit with the students, record any changes you make as work progresses. *t the end of the unit reflect and record successes and any modifications you might make when you teach the unit again.

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