Cast Your Net - Primary Division

Primary Cast Your Net Table of Contents

Section 1:

Rationale for Cast Your Net Pope John Paul IIs message Ontario Catholic Graduate Expectations

Section 2:

Lesson Plans for Teachers Day 1: Information and Communication Technology Basics Day 2: The Computer Community Day 3: Sharing and Respect in the Real World and Computer World Day 4: Creating an Acceptable Use Policy

Section 3:

Appendices Appendix A - Sample Acceptable Use Policy Appendix B - Age Appropriate Adapted Ontario Catholic Graduate Expectations Appendix C Matching Game for Computer Parts Appendix D Matching Game for Ways We Communicate

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Cast Your Net - Rationale for Our Catholic Response When people exchange information, they are already sharing themselves, their view of the world, their hopes their ideals. It follows that there exists a Christian way of being present in the digital world: this takes the form of a communication which is honest and open, responsible and respectful of others. To proclaim the Gospel through the new media means not only to insert expressly religious content into different media platforms, but also to witness consistently, in ones own digital profile and in the way one communicates choices, preferences and judgments that are fully consistent with the Gospel, even when it is not spoken of specifically. Furthermore, it is also true in the digital world that a message cannot be proclaimed without a consistent witness on the part of the one who proclaims it. In these new circumstances and with these new forms of expression, Christians are once again called to offer a response to anyone who asks for a reason for the hope that is within them. (cf. 1 Pet 3:15). Pope Benedict XVI message - 45 World Day of Communications, June 5, 2011

(Source: Catholic Curriculum Connections Ethical and Responsible Use of Information and Communication Technology)

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Ontario Catholic Graduate Expectations Underlying all of the mentoring and teaching for responsible use of computers and social media are the Ontario Catholic Graduate Expectations. Many of these categories, and the expectations within each category, reflect the main components of learning in the 21st century. Below, the Ontario Catholic Graduate Expectations have been adapted to appropriately reflect age-appropriate language for the Primary Division. A Discerning Believer An Effective Communicator A Reflective and Creative Thinker A Self-Directed, Responsible, Life Long Learner A Collaborative Contributor A Caring Family Member A Responsible Citizen I AM A BELIEVER! I HAVE A VOICE! I HAVE IDEAS! I AM A LEARNER FOR LIFE! I AM A TEAM PLAYER! I CARE! I HAVE RESPONSIBILITIES!

Please refer to Appendix B at the end of this document for a complete version of the Adapted Ontario Catholic Graduate Expectations.

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Day 1: Information and Communication Technology Basics

Introduction and Link to Ontario Catholic Graduate Expectations

I am a Learner for Life!

Optional starting teacher-talk: As a part of the church community each of us are called to make a difference. One way we can do this is by being a Learner for Life. Over the next few days we are going to learn more about the computer and how the computer can help us learn, communicate, and make a difference in the world. Activity 1 - Minds On Teacher assesses students basic knowledge of computers by: 1. Recording what students know about computers on a KWL (Know, Want to Know, and Want to Learn) chart. 2. Having students work in groups to complete a graffiti activity using headings such as: Computer Parts How computers help us at home How computers help us at work and at school How computers help us in the real world What I Like about Computers What I Dont Like About Computers What I Know about Computers What I Want to Know about Computers.

3. Brainstorming /creating webs on Computer Parts, Computer Uses, What I Know about Computers, What I Want to Know about Computers Modifications: Kindergarten - Grade 1: The Graffitti Activity is modified for K-1. First the teacher presents one of the graffiti activity statements above to the whole class; and then allows for an opportunity for students to discuss in a knee-to-knee/eye-to-eye discussion session (also known as turn-n-talk). Teacher records discussion. Other questions can be asked from the list above depending on time and classroom dynamics. Grades 2-3: A Graffitti Activity is where students have chart paper in various groups and they respond to the questions asked (above) with markers on the paper. Then, at teachers signal, they change to another groups paper and write there. They rotate through all areas. Questions may be posted on the wall or written in the centre of the chart paper.

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Activity 2 - Action Vocabulary from the Digital World This activity flows from the KWL (Know, Want to Know, and Want to Learn) chart created during the Minds On activity. Vocabulary (age dependent): screen, mouse, keyboard, printer, USB drive, internet, laptop, tablet, cell phone (Instructional note: teachers should change, add, or delete vocabulary words as needed. Alternatively, teachers can elicit the vocabulary from the students and work from this bank of words) Modifications: Kindergarten - students draw the parts of the computer and teacher helps to label them with words Grade 1 - students draw the parts of the computer and match the words (on cards) to their picture Grade 2 - students draw the parts of the computer and spell the computer parts to label it. Extension: have students explain what each part of the computer is used for. Grade 3 - students draw and label a computer. Additionally, they write or draw what they like to use the computer for. Extension: have students explain what each part of the computer is used for. For pre-made Matching Game cards please See Appendix C Modifications: Kindergarten - Grade 1 - Using the cards, have the students match each picture and word. Following this, students can be assigned a partner with whom they would play a memory game version of this. Flip over a picture and say what it is or match it with the word. Grades 2-3 - In pairs, in an activity similar to above, students use cards to match in a memory game that focuses on the parts of a computer. Activity 3 - Consolidate Ask what did we learn?, then continue with the following: Tomorrow, we will be talking about how can a computer be used to help others? Tell students that their homework is to ask the important people in their lives how computers can be used to help others. Tell students to be prepared to share with their classmates.

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Day 2: The Computer Community

Introduction and Link to Ontario Catholic Graduate Expectations

I care!
Optional starting teacher-talk: As a part of the church community each of us are called to make a difference. One way we can do this is by caring. Today we are going to learn how to care for the computer, how to take care of the space where the computers are, and most importantly, how to care for other computer users. The computer can help us learn, communicate, and make a difference in the world, and by caring, we are off on the right track.

Activity 1 - Minds On Present the following scenarios to students. Students could describe or act out what appropriate behaviour looks like in each situation. What is appropriate behaviour in the following situations? How would you behave... at your grandparents house? at Church? at a birthday party? at the arena? at the library? in the gym? at recess?

while others are sleeping? in a group? with just one other person?

Activity 2 - Action Students will be provided an opportunity to discuss and explore the rules associated with appropriate use of the computer. View the PowerPoint presentation Computer lab rules.pptx or post the slides for students. Following a class discussion on computer lab behaviour, the students will create a picture book to consolidate their understanding. Students may work in pairs to illustrate a picture to represent each rule.

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Note: see the Notes section in the powerpoint presentation for additional information about each of the rules. Download the file Computer lab rules - class book.docx to use as a template for the class book.

Source: http://oakdome.com/k5/computer-lab-rules/ (used with permission)

Activity 3 - Consolidate Once illustrations are completed, the teacher can collect and compile student work to create a class book. This lesson will end with a reading of the class created book on computer lab rules. Students should be provided an opportunity to review the book and put new learning into practice when going to the computer lab or working on computers in the classroom.

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Day 3: Sharing and Respect in the Real World and Computer World
Introduction and Link to Ontario Catholic Graduate Expectations

I have a voice!
Optional starting teacher-talk: As a part of the church community each of us are called to make a difference. One way we can do this is by having a voice. Today we are going to learn how different types of communication can reach different audiences. The computer can help us achieve this goal and communicate in a way that respects everyone. The way we communicate face-to-face and the way we communicate online should be the same, where our caring words make other people happy. Activity 1 - Minds On Elicit from students the different ways that people communicate. During this initial discussion the following ideas should emerge: face-to-face, on phone, by text, by computer (eg. Skype), by email, by video, by audio... etc.

Modifications: Kindergarten - Grade 1 - Elicit in full class how do people communicate? This can be done on the board or chart paper with the word communicate in the centre. Ask students, Who do you know that uses each of these devices? Put names of people who would use each of these different communication tools. OR Put several pictures of communication tools up in a circle and elicit the words for them and elicit the word or teach the word communication. Label each picture with its name. Pictures might include: mobile phone, regular phone, computer, two people face-toface, email, skype. Ask students, Who do you know that uses each of these devices? Put names of people who would use each of these different communication tools. (Optional: You can use Appendix D: Means of Communication Matching for visual and matching text). Grades 2-3 - Teacher conducts a quick survey on students preferred method of communication with parents, teachers, best friends, relatives, acquaintances etc. Results can be posted on chart paper.

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Activity 2 - Action Choose activities from the list below: 1. Using the vocabulary and pictures of various communication devices try a matching game. The purpose of this is to familiarize students with the terms and ways of communicating. (Optional: You can use Appendix D: Means of Communication Matching) 2. On chart paper in small groups, students write the names of the communication tools on one side, and on the other side the people they communicate with. Then students draw lines between the tools and the people. Use different coloured markers for different students so they can see each others responses. 3. Role-playing - students role-play how they would communicate in a positive and happy way. For example, students pair up and talk over their imaginary mobile phones. 4. Four Corners Activity - in each corner is a different way of communicating. Choose from these options: mobile phone, house phone (land line), computer (text or email), video calling, face-to-face. Teacher says the prompt, and the students choose the corner and go there. Prompt 1: you want to invite your friends to a birthday party Prompt 2: you want to say Merry Christmas to your grandmother Prompt 3: you want to ask your mom if you can watch TV Prompt 4: you want to tell your dad and mom you love them Prompt 5: you want to tell your best friend you scored a goal Prompt 6: you want to talk to your Grandma or Grandpa Prompt 7: you want to ask your teacher a question (all students go to teacher) (Teachers may add their own prompts or even ask students for prompts)

Activity 3 - Consolidate On carpet or re-grouped, ask the class the following questions: what did we learn today? Why is it good to have all these communication tools? How do these tools improve communication in our Christian community? Please add responses to the KWL chart from Day 1. CLOSING VIDEO: Watch a video about proper Netiquette from NetSmartz.org http://www.netsmartzkids.org/LearnWithClicky/BadNetiquetteStinks

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Day 4: Creating an Acceptable Use Policy

Introduction and Link to Ontario Catholic Graduate Expectations

I have ideas!
Optional starting teacher-talk: As a part of the church community each of us are called to make a difference. One way we can do this is by sharing ideas. The world benefits when many people come together to share their ideas for the common good. Today we are going to use our ideas to create rules that help everyone benefit from using computers. Our classroom community will use everyones ideas to remind us that when we are on a computer it is a tool for life-long learning and sharing respectfully with others. Activity 1 - Minds On Read the Bible story Fish for People from Luke 5:1-11 or Mark 1:18-22 from your classroom childrens Bible. Lead a discussion on how we can use the computer to make the world a better place. (Suggested answers or talking points: raising awareness of an event or social justice issue, donating funds to help others, organizing an event, following the activities of an activist, using technology to reach out to someone, and other ideas).

Activity 2: Creating an Acceptable Use Policy for Everyone Next year when we log into a computer at school we will see a special contract. We will all have to agree to it in order to use the computer; this agreement is called an Acceptable Use Policy. What is special about this contract is that your students will be helping to write it. (Instructional Note: we have used both words policy and contract interchangeably, please feel free to use whichever word you feel your students will best understand) Kindergarten - Grade 2 Teacher helps students develop I will... and I will not... statements for the Acceptable Use Policy. They could also draw pictures to represent each statement. Grade 3 Students work in groups to come up with a list of I will... and I will not... statements for the Acceptable Use Policy. They could also draw pictures to represent each

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statement. Students present their statements to the class and together build a class Acceptable Use Policy. Here is a sample contract that teachers may want to share with students: http://kids.getnetwise.org/tools/toolscontracts Or if you do not have access to a computer, you can also review the sample contract with your students from the link above in Appendix A.

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Appendix A: A Sample Acceptable Use Policy

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Appendix B The Adapted Ontario Catholic School Graduate Expectations Elementary Language Developed and shared by Huron-Perth CDSB and St. Clair CDSB I AM A BELIEVER! I believe that God is an awesome God I believe and have faith in God I believe that God is with us always I believe that we can talk to God anytime and anywhere, through prayer I believe in the stories of the Bible I believe in the stories of Jesus like, death and resurrection I believe in the Church community, celebrating Mass, and the seven Sacraments I believe in forgiveness Because I am a believer, I will live my life like Jesus. I HAVE A VOICE! I speak, write and listen as Jesus would want me to I care about others and speak up for them I am honest I think carefully before I react or speak I respect all people and their languages I listen to the Word of God Because I have a voice, I will use it lovingly, and I will live my life like Jesus. I HAVE IDEAS! I have thoughts and opinions that matter I make good choices I have hope for the future I solve problems with knowledge, understanding and prayer I know we are all equal and special Because I have ideas, I have a purpose, and I will live my life like Jesus. I AM A LEARNER FOR LIFE! I use my gifts and talents given to me by God I always do my best I build on my strengths and weaknesses I set goals I accept change I am proud of the good things I do I am thankful for the gifts of others

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Because I am a learner for life, I can reach for my dreams, by living my life like Jesus.

I AM A TEAM PLAYER! I co-operate with others in all that I do I value everyones work I respect and listen to others I think of others before myself I follow rules of fair play I work hard in school so that I can build my community and make it a better place Because I am a team player, I know that Together is Better, and we will live our lives like Jesus. I CARE! I love God, myself and my family I care about and respect my family at school, at Church, in the community, and the world I care about and respect Gods creation and everything in it Because I care, I pray for all my families, and I will live my life like Jesus. I HAVE RESPONSIBILITIES! I am a peace-maker I am fair I am forgiving I follow rules and do my share I help the poor and care for people in need I stand up for what is right I know that all life is precious I respect and protect the world and all that is in it Because I accept my responsibilities, I can make a difference, and will live my life like Jesus.

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Appendix C: Matching Game for Computer Parts

Keyboard

Mouse

Screen

Tower

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Laptop

Headphones

Microphone

Flash Drive/Memory Stick

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Appendix D: Matching Game for Ways We Communicate

Cell Phone

Home Phone

Email

Letter Writing

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Talking together

Talking Online

Walkie-Talkies or Hand-Held Radios

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Resources (to access these resources, press the Ctrl button and click on link) Cast Your Net lessons and modules are based on the Catholic Curriculum Corporations two documents below: Ethical and Responsible Use Of Information and Communication Technology: A Guideline for all Stakeholders in Catholic Education. November, 2009. Ethical and Responsible Use of Information and Communication Technology Part II: K-6 Rules N Tools Checklist: for Parents, Educators, and Other Caring Adults. Implement both safety rules and software tools to protect children online. Focus on the positives of Internet use while teaching children about the dangers and how to make wise choices online. Internet Safety 101 is a very detailed resource dedicated to making the internet safer for children. There are videos, quizzes, and resources for parents, teachers, & students.
Media Awareness Network Understanding Cyberbullying and the Law http://www.mediaawareness.ca/english/resources/educational/lessons/secondary/cyberbullying/upload/cyberbully ing_law_9-12.pdf Bullying.org Supports individuals and organizations to take positive actions against bullying through the sharing of resources, and to guide and champion them in creating non-violent solutions to the challenges and problems associated with bullying. http://www.bullying.org/ YouTube Copyright Policy: Consequences of uploading copyrighted material http://www.google.com/support/youtube/bin/answer.py?answer=83756&hl=en-US Ontario Ministry of Education Safe Schools Get Connected, Get in the Know Online Respect and Responsibility May 2007 http://www.edu.gov.on.ca/eng/safeschools/pdfs/OnLineRespect.pdf